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THE  INDUSTRIAL  COLLEGES, 


THE   NATURE   OF   THE   EDUCATION   TO  BE  GIVEN  IN 

THEM;  THEIR  SEVERAL  KINDS  AND  COURSES 

OF   INSTRUCTION   CONSIDERED. 

BY  LEWIS  BOLLMAN. 
;r 

TO   WHICH  IS   ADDED 


A  COMMUNICATION  ON  THE  GENERAL  PLAN  OF  THE  COLLEGE 

BUILDING,  WITH  THE  NECESSARY  AIDS  TO  INSTRUC- 

TION IN  EACH  DEPARTMENT  OF  EDUCATION, 

BY  RICHARD  OWEN, 

PROFESSOR  OF   SCIENCE  IN  INDIANA   STATE  UNIVERSITY. 


WASHINGTON,  December  10,  186,4.-, 
To  the  Industrial  Classes: 

Occupying  the  position  of  statistician  in  the  Department  of  Agriculture^  i*;  }s 
my  duty  to  examine  the  letters  of  its  correspondents  relative  to  the  crops'/ 
Many  of  them,  from  time  to  time,  have  desired  information  on  the  best  plarf  to- 
establish  the  Industrial  Colleges,  for  the  endowment  of  which  land  donations 
have  been  made  by  Congress.  It  was  not  proper  to  overlook  their  requests,  for 
the  reason  especially  that,  as  yet,  little  has  been  written  on  such  plan,  either  as 
to  the  general  character  of  the  instruction  that  should  be  given  in  these  colleges, 
or  on  their  special  courses  of  instruction,  or  on  the  plans  of  their  buildings,  work- 
shops, and  experimental  farms. 

In  complying  with  the  wishes  of  these  correspondents,  and  of  others,  it  has 
been  my  aim  to  communicate  some  information  on  all  of  these  important  topics. 
The  article  is  divided  into  three  parts.  The  first  contains  my  own  views  of 
the  general  nature  of  the  education  that  ought  to  be  given  in  these  colleges, 
and  the  practical  purposes  such  education  should  aim  to  accomplish  ;  the  second 
shows  the  particular  courses  of  instruction  given  in  European  agricultural 
schools ;  and  the  third  exhibits  the  plan  of  the  buildings,  the  extent  and  arrange- 
ment of  the  museum,  &c.,  of  an  industrial  college.  What  is  stated  in  the  second 
part  is  taken  mostly  from  the  recent  and  excellent  report  of  Mr.  Flint,  who  has 
visited  these  schools,  to  the  Massachusetts  State  Board  of  Agriculture.  The 
third  part  has  been  kindly  prepared,  at  my  request,  by  Richard  Owen,  professor 
of  science  in  Indiana  State  University,  a  brother  of  the  late  David  Dale  Owen, 
and  one  not  less  eminent  in  scientific  attainments.  It  will  be  found  to  be  the 
most  important  part  of  this  article,  especially  to  legislators,  and  others  upon 
whom  will  devolve  the  duty  of  selecting  plans  for  the  buildings,  providing 
means  for  their  erection,  and  for  the  purchase  of  the  museum,  apparatus,  and 
library. 

I  have  prepared  this  article  not  ignorant  of  the  diversity  of  opinion  that 
exists  on  the  subject  of  industrial  education;  but,  whether  opposing  or  concur- 
ring in  any  views  therein  expressed,  all  should  remember  that  it  is  only  by  an 
examination  of  diverse  opinions  that  those  which  are  correct  can  be  ascertained. 
It  has  been  prepared,  too,  not  without  the  hope  that  it  will  aid  in  the  successful 
establishment  of  the  industrial  colleges,  upon  a  basis  as  enlarged  as  is  the 
magnitude  of  the  interests  of  the  industrial  classes  in  them,  and  upon  a  plan 
that  will  secure  their  success,  so  that,  by  their  success,  they  will  vindicate  the 
right  of  the  industrial  classes  to  equal  instruction  with  that  claimed  for  the  pro- 
fessions. 

LEWIS  BOLLMAN. 


M105118 


.COLLEGES  FOR  THE  EDUCATION  OF  THE  INDUSTRIAL  CLASSES, 

**••.  PAKTI. 

•     * 
•       • 

""In  1862  two  acts  were  passed  by  Congress,  which,  if  wisely  carried  into 
practical  effect,  are  destined  to  exert  a  lasting  influence  on  the  agriculture  of 
the  United  States.  These  acts  are,  that  establishing  the  Department  of  Agri- 
culture, and  that  donating  public  lands  to  the  several  States  and  Territories 
which  may  provide  colleges  for  the  benefit  of  agriculture  and  the  mechanic 
arts.  It  was  fitting  that  these  acts  should  have  passed  at  the  same  session,  for 
in  much  they  are  intimately  associated  in  action.  In  the  discharge  of  their 
respective  duties  each  can  aid  the  other.  Whilst  the  Department  can  procure 
seeds  ana  plants  from  every  country,  it  yet  needs  careful  and  intelligent  experi- 
ments to  determine  the  climate,  soil,  and  cultivation  best  adapted  to  their  growth. 
On  the  forms  of  the  colleges  these  experiments  can  be  made;  and  when  the 
utility  of  a  plant  has  thus  been  determined,  seeds,  cuttings,  and  plants  can  be 
raised  by  them  ;  they  can  report  to  the  Department  the  best  modes  of  their 
culture,  and,  through  it,  all  can  be  distributed  to  every  portion  of  the  country. 
Such  a  connexion  Congress  evidently  had  in  view,  when  it  required,  in  the 
fifth  section  of  the  act  making  donations  to  these  colleges,  that  an  annual  report 
should  be  made  regarding  the  progress  of  each  college,  recording  any  improve- 
ments and  experiments  made,  with  their  cost  and  results,  and  such  other  matters, 
including  State  industrial  and  economical  statistics,  as  may  be  supposed  useful. 

This  mutual  dependence  between  the  Department  of  Agriculture  and  these 
colleges  has  created  an  earnest  solicitude,  on  the  part  of  those  connected  with 
the  former,  for  the  successful  establishment  of  the  latter.  Occupying  a  place  in 
the  Department  that  has  led  me  to  feel,  most  sensibly,  the  necessity  of  the  aid 
of  these  colleges,  and  knowing  that,  for  want  of  experience  in  their  establish- 
ment, the  industrial  classes  need  information  respecting  them,  I  have  availed 
myself  of  facilities  here  to  collect  some  information  that  may  add  to  whatever 
knowledge  of  the  nature  of  industrial  colleges  the  public  may  have. 

This  information  is  placed  under  three  general  heads.  First,  the  nature  of 
the  instruction  that  should  be  given  in  them ;  second,  the  several  kinds  of  in- 
dustrial colleges,  and  their  courses  of  instruction  ;  and  third,  the  plan  of  the 
college  building,  the  museum,  and  other  aids  essential  to  proper  instruction  in 
the  sciences.  Of  these  in  the  order  stated : 

1.  The  nature  of  the  instruction. — A  general  idea  exists  that  the  industrial 
pursuits  need  less  of  intellectual  development  and  knowledge  than  the  profes- 
sions. In  all  pursuits  there  is  much  that  is  mere  routine,  and  whether  it  be  the 
labor  of  holding  the  plough  or  the  pen,  or  directing  either,  there  is  little  differ- 
ence as  to  mind  between  them.  The  lawyer's  form-book  and  the  physician's 
mortar  and  pestle  give  as  much  manual  labor  to  them  as  the  guidance  of  the 
plough  does  to  the  farmer.  In  either  case  the  labor,  from  constant  repetition, 
becomes  mere  art,  however  much  of  thought  was  at  first  necessary  to  use  them 
properly.  But  lying  behind  them  are  years  of  study  of  principles.  If  in  the 
profession  of  the  law  human  laws  have  to  be  learned,  their  history  and  pur- 
poses and  action  understood;  in  that  of  medicine,  the  physical  organization  and 
mental  laws  of  man  studied,  not  less  should  the  farmer  have  a  knowledge  of 
the  laws  of  vegetable  and  animal  growth.  As  much  as  the  laws  of  nature  are 
greater  than  those  of  human  society,  so  much  is  the  agriculturist's  occupation 


above  that  of  the  lawyer.  A  man  may  be  but  a  mere  lawyer,  or  a  mere  physi- 
cian, or  a  mere  farmer ;  they  may  know  but  the  art  alone  of  their  respective  pur- 
suits, but  the  legal  maxim,  that  he  knows  not  the  law  who  knoweth  not  the 
reason  thereof,  is  as  applicable  to  the  industrial  pursuits  as  to  the  professional. 

In  recent  years  the  progress  of  the  arts  has  been  rapid,  "and  men,"  says  the- 
author  of  Friends  in  Council,  "  are  not  agitated  as  they  used  to  be  by  specula- 
tive questions,  for  the  material  world  has  opened  out  before  us,  and  we  cannot 
but  look  at  it,  and  must  play  with  it  and  work  at  it."  This  material  world  can 
be  opened  out  before  us  only  through  the  sciences.  Hence  it  is  that  no  indi- 
vidual can  intelligently  pursue  any  one  of  the  arts  as  an  occupation  without  an 
acquaintance  with  science.  Nor  can  any  one  limit  his  knowledge  of  science  to 
the  single  art  he  follows,  for  the  same  principles  of  science  are  common  to  many 
of  the  arts.  Each  art  has  not  its  peculiar  and  distinct  principles.  But  if  it 
had,  no  one  should  limit  his  knowledge  to  it.  "  Man,"  the  same  writer  remarks, 
"  should  be  desirous  of  expanding  his  own  nature,  and  the  nature  of  others  in 
all  directions;  of  cultivating  many  pursuits;  of  bringing  himself  and  those 
around  him  in  contact  with  the  universe  in  many  points;  of  being  a  man,  and 
not  a  machine.  The  sense  of  the  beautiful,  and  the  desire  for  comprehending 
nature,  are  not  things  implanted  in  men  merely  to  be  absorbed  in  producing  and 
distributing  the  objects  of  our  most  obvious  animal  wants.  If  civilization  re- 
quired this,  civilization  would  be  a  failure." 

"There  is  a  theory  which  has  done  singular  mischief  to  the  cause  of  general 
cultivation.  It  is,  that  men  cannot  excel  in  more  things  than  one ;  and  that  if 
they  can,  they  had  better  be  quiet  about  it.  Man  must  see  things  for  himself: 
he  must  have  bodily  work  and  intellectual  work  different  from  his  bread-getting 
work,  or  he  runs  the  danger  of  becoming  contracted,  with  a  poor  mind  and  a 
sickly  body." 

This  is  the  expanded  education  that  man  requires  for  his  proper  development 
and  happiness;  and  if  heretofore  the  sciences  have  not  constituted  an  important 
part  of  collegiate  instruction  in  most  of  our  institutions  of  learning,  it  has  re- 
sulted in  injury  to  the  professional  classes,  as  well  as  to  the  exclusion  of  the 
industrial  classes  from  that  instruction  to  which,  as  men,  they  had  a  right. 

The  tools  of  the  professional  classes  are  words,  and  their  right  use  has  been 
taught  by  disciplining  the  mind  in  the  study  of  mathematics  and  literature. 
Hence  our  collegiate  courses  of  study  have  always  regarded  languages  and 
mathematics  as  of  superior  importance  to  the  sciences.  The  study  of  the  former 
was  not  pursued  so  much  for  the  knowledge  of  them  as  for  mental  discipline, 
and  hence  it  has  passed  into  an  axiom,  that,  if  the  student  on  leaving  college 
forgot  his  languages  and  mathematics,  but  retained  his  knowledge  of  words  and 
mental  discipline,  the  chief  purposes  of  his  collegiate  studies  would  have  been 
attained.  The  knowledge  of  the  professional  pursuits  themselves  was  acquired 
subsequently.  Professional  education,  then,  consisted  of  a  knowledge  of  wrords, 
and  the  principles  and  facts  pertaining  to  law,  medicine,  or  divinity,  joined  to 
disciplined  faculties  of  the  mind,  by  which  these  words,  principles,  and  facts 
were  skilfully  used.  In  all  this  system  of  instruction,  scientific  knowledge 
formed  either  no  part  or  an  unimportant  one.  The  usual  time  given  to  collegiate 
instruction  was  too  short  to  allow  the  study  of  all,  and  when  the  issue  was  one 
of  conflict,  and  not  of  union,  an  antagonism  followed.  Heretofore  in  the  progress 
of  the  conflict,  the  long-used  course  of  mathematical  and  linguistic  study  has 
held  a  supremacy,  from  the  fact  that  the  educated  class  has  naturally  adhered 
to  those  studies  which  they  themselves  had  acquired. 

But  the  progress  of  the  sciences  has,  nevertheless,  been  uninterrupted  as  to 
the  few — the  savans  in  science — because  of  the  innate  greatness,  beauty,  and 
utility  of  the  sciences.  They  are  great  and  beautiful,  for  they  embody  all  the 
laws  of  nature,  and  unfold  through  them  the  character  and  purposes  of  every 
action  in  the  material  world.  Man  finds  himself  in  intelligent  communion  with 


everything  he  is  associated  with  through  the  senses.  He  beholds  every  natural 
agent  actively  employed  for  his  good. 

This  knowledge  of  the  few  is  rapidly  becoming  more  diffused,  and  now  insti- 
tutions are  being  established,  having  in  view  the  promotion  of  a  ''liberal  and 
practical  education  of  the  industrial  classes  in  the  several  pursuits  and  profes- 
sions of  life."  How,  then,  shall  they  be  successfully  established  ?  This  is  the 
question  to  which  now  the  States  accepting  the  donation  of  Congress  are  to 
give  a  practical  answer.  Such  answer  involves  two  questions  for  remark— -first, 
what  sciences  shall  be  taught  ?  and  second,  shall  they  alone,  or  in  connexion 
with  the  languages  and  mathematics,  constitute  the  course  of  study? 

1.  What  sciences  skouldbe  taught?  I  purpose  to  give  here  a  general  answer 
only  to  this  question.  Under  the  second  and  third  general  divisions  of  my  sub- 
ject the  different  sciences  will  be  particularized. 

The  answer  to  this  question  is  determined  by  the  objects  intended  to  be  ac- 
complished by  the  instruction  of  the  industrial  classes.  And  herein  lies  the 
great  differences  which  exist  in  Europe  among  the  agricultural  schools,  and  in 
the  United  States  among  the  opinions  on  industrial  education.  These  agricul- 
tural schools  have  in  view  but  one  object,  and  that  is  to  make  the  student  a 
good  farmer,  because  in  Europe  those  having  political  authority  do  not  purpose 
to  make  universal  the  right  of  suffrage  or  of  holding  office.  But  recently  in 
England,  where  reform  measures  point  to  a  more  general  right  of  suffrage,  able 
men  and  members  of  Parliament  demand  that  the  education  of  the  industrial 
classes  shall  be  commensurate  with  their  duties  as  citizens.  Here  there  should  be 
but  one  opinion,  and  that  should  demand  for  every  American  citizen  an  education 
as  unlimited  as  is  his  sphere  of  influence.  He  should  be  thoroughly  imbued 
with  that  knowledge  which  is  essential  to  his  occupation.  He  should  be 
made  an  influential  member  in  social  intercourse,  and,  therefore,  should  possess 
all  those  accomplishments,  such  as  refinement  and  strength  in  conversation,  by 
which  caste,  both  for  the  individual  and  his  pursuit,  are  upheld  in  society.  He 
should  wield  a  ready  pen,  for  the  press  moulds  public  opinion ;  he  should  be  a 
ready  debater,  for  the  "  stump"  is  an  instrument  of  vast  political  power.  He  must 
be  made  competent,  so  far  as  early  education  is  essential,  to  the  holding  of  every 
office.  In  Europe  the  laborer  exercises  no  direct  power  in  political  affairs, 
but  here  he  governs  through  representatives  directly  chosen  by  himself.  The- 
oretically, the  highest  offices  are  open  to  the  poorest  citizen :  shall  he  not  be 
fitted  for  an  actual  discharge  of  their  duties?  Shall  he  think  and  act  for  him- 
self, or  shall  he  be  but  a  mere  recorder  at  the  ballot-box  of  the  edicts  of  parties 
and  of  the  dictation  of  politicians'?  Does  this  wide-spread  government  need  no 
steadying  influences  from  the  industrial  class,  whose  interests  are  all  identified 
with  peace  and  stability  1 

In  what  I  have  to  say,  then,  in  reply  to  the  question,  What  should  be  the 
extent  of  the  instruction  in  the  industrial  colleges  about  to  be  established,  I 
shall  not  for  a  moment  look  upon  the  industrial  man  as  a  mere  machine  for  the 
doing  of  certain  labor,  but  shall  regard  him  as  an  American  citizen,  and  one, 
too,  upon  whom,  more  than  on  the  professional  man,  must  the  country  rely  fur 
that  conservative  influence  over  public  affairs,  which  stands  opposed  to  those 
radical  changes  which  leaders  of  parties  are  eternally  seeking  as  a  means  of 
their  own  advancement  or  occasioned  by  the  mere  antagonism  of  party  warfare. 
If  the  ordeal  through  which  the  land  is  now  passing  does  not  inculcate  a  lesson 
of  this  sort,  I  confess  my  inability  to  understand  it.  Ambition  to  rule,  or,  failing 
in  that,  to  ruin,  led  Mr.  Jefferson  to  assert  that  political  heresy,  the  suprem- 
acy of  the  States,  which  makes  them  the  final  judge  of  what  is  constitutional; 
of  what  is  the  rightful  remedy  for  an  unconstitutional  exercise  of  power,  and 
claims  the  allegiance  of  the  citizen  as  due  to  the  State,  and  not  to  the  na- 
tional government.  Modern  politicians  of  the  south  but  remodeled  his  party 
machinery  for  the  same  purpose  that  led  to  its  original  invention.  Against 


such  doctrines,  and  against  their  purpose,  must  be  arrayed  the  honest  purpose 
of  the  industrial  citizen ;  but  to  be  efficiently  so  arrayed,  he  must  be  endowed 
with  power  to  curb  vaulting  ambition;  and  in  this  government  there  is  but  one 
legitimate  power — that  of  knowledge. 

Government  must  be  administered  by  occupations,  and  not  by  zeal  or  efficiency 
in  party  service,  as  now;  for  it  is  the  occupations  of  society  that  the  legisla- 
tion of  government  should  most  regard,  and  not  those  measures  enunciated  in 
the  platform  of  parties.  Agriculture  lies  at  the  base  of  these  occupations. 
Manufactures,  the  mechanic  arts,  commerce,  and  its  aids,  as  currency,  repose  upon 
and  exist  from  it.  To  legislate  for  these  directly,  or  from  them,  indirectly, 
demands  the  knowledge  of  these  pursuits.  Yet  they  are  almost  unknown  in 
the  administration  of  our  government. 

Purposing,  then,  to  be  the  advocate  of  such  an  education  as  will  place  the 
industrial  classes  on  a  complete  equality  with  the  professional,  in  the  discharge  of 
the  duties  which  belong  to  both  alike  as  citizens  of  one  country,  I  shall  now 
more  directly  reply  to  the  question,  what  sciences  should  be  taught  in  our  in- 
dustrial colleges  ? 

All  instruction  relates  to  two  things,  the  right  discharge  of  duty  to  ourselves 
as  individuals  and  as  members  of  the  community.  Of  these  in  their  order: 

1.  To  ourselves.  Self-support  is  the  first  duty  of  every  person  to  himself  and 
family.  And  for  this  does  he  follow  an  occupation.  An  industrial  pursuit, 
whether  on  the  farm  or  in  the  work  shop  or  in  the  counting-house,  demands 
whatever  of  knowledge  it  has  as  an  art.  But  how  much  of  principle  is  embodied 
in  this  art !  Not  two  crops  that  I  have  grown  on  the  farm  but  demanded  a 
modified  culture  to  meet  the  ever  changing  influences  of  the  atmosphere  and 
soil.  What  is  that  atmosphere,  then  ?  and  what  that  soil  1  Wherein  lies  their 
necessity  to  plant — life  ?  Who  can  answer  but  he  who  has  a  knowledge  of 
meteorology,  geology,  and  vegetable  physiology  ?  Agriculture  has  its  hundreds 
of  vexed  questions  in  its  art  unsettled,  because  individual  experiments  are  ap- 
parently contradictory  in  their  results.  And  they  are  so  simply  because  those  who 
make  them  do  not  perceive  the  presence  of  changing  influences  from  season, 
because  they  are  ignorant  of  the  action  that  such  changes  exert  on  the  soil, 
and  vegetable  growth ;  and  they  cannot  perceive  it  because  of  their  ignorance 
of  these  sciences. 

And  hence,  too,  the  absolute  necessity  of  the  experimental  farm  as  a  part  of 
these  industrial  colleges,  that  what  individual  farmers  cannot  determine  by 
experiment,  for  the  reason  stated,  may  be  by  professors  learned  in  science  and 
and  art,  and  therefore  competent  to  unfold  the  peculiar  elements  of  growth  in 
every  experiment. 

Again,  let  us  take  the  simple  act  of  housing  stock  in  winter  as  an  illustration 
of  the  utility  of  the  knowledge  of  animal  physiology.  To  understand  the  reason 
of  so  doing  involves  a  knowledge  of  the  nature  of  food,  its  elements,  its  diges- 
tion, and  what  digestion  is,  its  assimilation,  of  the  nature  of  oxygen  and  carbon, 
of  their  union  in  combustion,  how  this  combustion  creates  animal  heat,  what 
causes  exhaust  this  heat;  or,  in  other  words,  how  food  is  uselessly  consumed 
when  the  animal  is  exposed.  To  fully  understand  these  demands  not  only  a 
knowledge  of  animal  physiology,  but  of  chemistry  also.  It  is  just  as  important 
to  have  a  knowledge  of  them,  if  we  would  understand  the  reason  for  cleanliness, 
regularity  in  feeding,  ventilation,  light,  &c.  Mere  art  may  often  be  successful, 
without  a  knowledge  of  the  principles  upon  which  it  is  based,  but  then  it  must 
accept  and  follow  definite  rules,  and  then,  as  in  the  unsettled  problems  in 
farming  alluded  to,  it  gropes  blindly,  and  hence,  as  in  the  steps  of  the  blind, 
its  way  is  devious,  its  forward  course  is  faltering,  being  checked  by  doubts. 
And  this  necessarily  so  because  of  its  ignorance  of  the  nature  of  the  causes 
operating.  The  prayer  of  Ajax  for  light  needs  to  come  up  from  the  farm  and 
work  shop,  as  well  as  from  the  battle-field. 


8 

The  temptation  to  illustrate  the  intimate  connexion  between  science  and  art 
in  many  more  of  the  operations  of  the  farm  is  great;  but,  then,  a  volume  might 
be  written  upon  the  subject,  and  usefully  too,  but  a  few  pages  is  the  necessary 
limit  to  me  at  this  time.  I  must,  therefore,  content  myself  with  but  one  more 
illustration — the  utility  of  deep  ploughing. 

Many  farmers,  especially  in  the  west,  adhere  to  shallow  ploughing,  because 
they  have  produced  many  good  crops  from  it.  They  know  that  fact,  but,  for 
want  of  chemical  and  meteorological  knowledge,  they  do  not  perceive  the  reason — 
that  it  is  applicable  to  new  lands  only;  and,  therefore,  when  the  lands  have 
become  worn,  their  failures  are  charged  to  that  Avhich  is  not  a  fact,  the  alleged 
change  in  the  seasons  since  their  more  youthful  clays. 

But  let  the  farmer,  when  burning  his  log-piles,  follow  the  carbonic  gas,  which 
contains  the  wood  and  oxygen,  united  by  the  combustion,  to  its  absorption  by 
the  blades  of  grass,  but  especially  by  the  soil,  more  particularly  when  it  is  rich 
in  humus,  by  which  the  absorbent  power  of  the  soil  for  the  gases  is  so  largely 
increased,  and  he  will  then  perceive  the  vast  amount  of  this  element  of  vegeta- 
ble growth  which  is  taken  into  the  soil  through  the  atmosphere.  Now  in  pro- 
portion as  the  air  can  circulate  in  contact  with  the  particles  of  the  soil,  so  will 
be  its  deposit  of  carbonic  acid.  Deep  ploughing  and  a  well-pulverized  soil 
act  as  a  manuring,  and  hence  the  principle  of  the  naked  follow.  But  when 
lands  are  new  the  lower  soil  is  loose,  and  carbon  exists  in  it  largely  from  de- 
caying roots.  Good  crops  are  made  at  the  expense  of  this  carbon,  and  not 
because  of  shallow  ploughing.  And  then,  too,  the  air  can  reach  a  greater  depth 
than  when  the  under-soil,  by  pressure  of  the  plough  and  the  weight  of  stock, 
becomes  more  compact.  Is  it  not  obvious  that  we  must  know  the  causes  of 
things'?  and  to  have  this  knowledge  the  sciences  must  be  studied. 

Again,  to  the  farmer  is  given  dominion  over  the  animals  of  the  farm,  as  well 
as  its  soil  and  atmosphere.  Animals  are  so  made  as  to  be  his  dependents,  and  he 
theirs.  To  subserve  the  purposes  of  this  relation,  the  Creator  has  endowed 
them  with  mental  properties  in  unison  with  it,  and  to  man  has  been  given  the 
power  to  discover  these  properties,  and  so  use  them  as  to  receive  the  full  benefit 
of  this  relation.  -  Does  the  Creator  require  the  lash  as  the  instrument  of  in- 
struction to  the  horse  ?  Has  the  All-wise  made  the  exercise  of  brute  force  on  man's 
part  an  element  of  his  dominion  over  it?  Far  from  this  is  the  truth.  He  has 
implanted  within  it  strong  attachments  and  an  implicit  obedience  to  superior 
power.  Rarey  was  not  less  strongly  attached  to  the  horse,  and  this  led  to  an 
association  with  it  so  kindly,  that  this  attachment,  more  than  abstract  reason- 
ing, revealed  to  him  the  true  management  of  the  horse.  The  use  of  a  thing, 
whether  animate  or  inanimate,  according  to  the  inherent  laws  of  its  organiza- 
tion, is  the  only  rule  upon  which  a  correct  art  can  be  founded.  It  is  the  object 
of  every  science  to  unfold  these  inherent  laws.  Psychology,  therefore,  is  a 
study  necessary  to  the  farmer,  as  also  comparative  anatomy. 

It  must  be  remembered  that  the  donation  of  Congress  is  not  limited  to  the  in- 
struction of  agriculturists  alone,  but  embraces  all  industrial  pursuits;  hence 
the  manufacturer,  the  mechanic,  and  the  merchant  should  be  taught  such  branches 
as  will  best  aid  their  respective  pursuits.  Some  like  references  to  these  studies, 
therefore,  is  necessary. 

Manufactures  embrace  so  large  a  field  of  industrial  activity  and  enterprise 
that  they  demand  business  qualities  and  attainments  of  the  highest  order.  The 
purchase  of  the  raw  material  and  the  sale  of  the  commodities  manufactured  re- 
quire a  mercantile  education  ;  and  in  the  management  of  machinery,  and  of  the 
daily  processes  of  its  production,  a  knowledge  of  physics,  which  treats  of  the  laws 
of  forces.  Economy  must  be  strictly  observed,  for  such  is  the  competition  of 
manufacture,  that  an  establishment  operating  by  machinery  that  is  less  econom- 
ical than  another  soon  results  in  loss.  The  history  of  manufactures  abounds  in 
incidents  accomplishing  great  economy,  as  the  hot-blast  superseding  the  cold- 


blast  in  smelting  iron.  It  is  unnecessary  to  particularize  any  one  of  the  ten 
thousand  improvements  which  inventive  genius  has  given  to  all  the  machinery 
engaged  in  manufactured  production.  They  all  show  that  labor-saving  economy 
was  demanding  a  cheaper  product,  that  it  might  the  better  compete  with  its  ri- 
vals. And  this  competition  must  ever  continue  to  demand  the  highest  skill  and 
greatest  prudence  in  every  act  of  the  manufacturer,  from  the  purchase  of  the 
raw  material  to  the  sale  of  the  articles  made  from  it.  Whilst  it  is  true  that  the 
mere  operator  may,  in  many  cases,  successfully  conduct  his  business  without  a 
thorough  knowledge  of  the  principles  involved  in  the  machinery  he  uses,  yet 
euch  are  not  among  th'j,  lofty  names  that  honor  the  inventive  genius  of  our  land. 
They  are  not  those  who  have  cheapened  commodities  nor  created  new  ones  : 
they  can  use  a  steam-engine,  but  have  not  improved  it :  it  required  a  Fulton  to 
apply  it  to  navigation.  The  locomotive,  nor  the  daguerrotype,  nor  the  tele- 
graph, nor  chain  and  tubular  bridges  would  have  been  invented  by  one  ignorant 
of  the  principles  which  these  and  like  inventions  represent.  These  principles  are 
greater  or  less,  more  complex  or  simple;  if  the  few  may  be  great  in  their  applica- 
tion, all  should  know  the  more  simple  principles.  If  it  required  an  Ericsson  to  create 
the  impenetrable  iron-clad,  nevertheless  the  more  useful  mower  and  reaper 
spring  from  the  more  readily  perceived  mechanical  powers. 

Shall  it  be  said  that  even  education  cannot  make  all  inventors  or  successful 
manufacturers  ?  I  answer,  nor  has  it  made  every  lawyer  a  Webster,  nor  every  phy- 
sician an  Astley  Cooper,  nor  every  preacher  a  Beecher.  Still,  education  is  a 
leaven,  which,  pervading  the  entire  mass,  fits  it  for  a  higher  destiny,  and  the  in- 
dividual for  greater  success,  because,  seeing  clearly  the  principles  of  his  occupation, 
he  pursues  it  more  enthusiastically.  As  well  allege  that  the  sun  is  useless, 
because  we  may  travel  by  star-light.  Why,  said  a  boy  to  me  when  we  were 
crossing  a  chain-bridge  of  immense  strength,  do  they  require  a  regiment  when 
crossing  it  to  break  their  step  ?  Shall  an  American  manufacturer  or  mechanic 
be  less  interested  in  the  reason  of  things  than  this  boy  ? 

Of  the  utility  of  instruction  to  the  merchant  to  fit  him  for  success  in  his  occu- 
pation, or  of  the  studies  he  should  pursue,  it  is  unnecessary  now  to  speak,  or 
<iven  to  give  a  single  illustration,  because  the  commercial  colleges  springing  up 
in  every  city  attest  their  advantages. 

Having  considered  the  necessity  of  knowledge  to  the  individual  in  that 
occupation  lie  follows  for  his  own  and  his  family's  support,  I  wish  to  ask  the 
reflecting  mind  to  accompany  me  in  what  I  may  briefly  say  of  its  necessity  in 
the  right  discharge  of  his  duty  as  husband  and  parent. 

The  Anglo-Saxon  is  justly  regarded  as  the  noblest  element  in  the  English 
and  American  descent.  And  it  is  so  for  the  reason  that,  in  its  entire  history,  it 
has  more  highly  regarded  the  family  in  its  social  and  political  relations.  But 
has  it,  and  do  we  now,  give  the  family  all  the  regard  it  demands  "? 

The  present  time  in  agricultural  affairs  is  distinguished  by  its  study  and 
practical  application  of  the  principles  of  breeding.  The  power  of  these  princi- 
ples, when  rightly  directed,  is  seen  in  our  Virginia  and  Kentucky  blooded  horses, 
in  the  short-horn  and  other  breeds  of  cattle,  in  sheep  and  hogs.  They  show 
that  both  physical  and  mental  characteristics  are  subject  to  these  principles. 
•Cease  to  regard  them,  and  at  once  deterioration  begins.  Now  man  is  as  these 
farm  stocks — an  animal,  subject  to  improvement  or  decay,  both  in  body  and 
mind  according  as  regard  is  paid  to  the  principles  of  his  mental  and  physical 
propagation.  With  what  care  does  the  skilful  stock-grower  take  every  step  ; 
how  he  balances  the  qualities  that  may  coalesce,  or  those  that  may  be  antago- 
nistical.  But  in  that  noblest  of  all  creatures,  man,  how  entirely  is  every  rule 
of  his  reproduction  overlooked.  Poets  sing  of  oneness  of  soul,  of  the  blending 
of  hearts;  and  the  universal  attraction  that  the  subject  of  love  has  over  all — 
the  young  and  old,  the  taught  and  untaught,  but  attests  its  bearing  on  our 
welfare.  The  right-thinking  and  right-feeling  mind  ever  owns  its  greatness, 


10 

and  that  poet,  like  Schiller,  who  ascribes  to  it  the  highest  and  noblest  influences, 
is  the  most  honored.  Nevertheless,  the  ancients  personated  love  as  a  blind  deity. 
In  forming  our  marriage  relations  how  few  are  governed  by  any  one  of  those 
considerations  which  has  regard  to  the  character  of  our  children.  Hence  the 
fact  that  great  minds  do  not  reappear  in  the  children  of  those  gifted  with  them. 
This  gift  is  an  accident ;  an  accidental  coming  together  of  two  tine  minds  ;  and 
only  where  these  harmonize  is  there  a  perpetuation  of  them  in  the  offspring. 

An  exemplification  of  the  power  of  these  rules  of  descent  is  seen  in  the  Jew- 
ish people.  Originally  of  peculiar  and  rather  limited  mental  powers,  by  the 
"  in-and-in  breeding  "  as  it  is  called,  they  have  so  perpetuated  these  peculiarities 
that  to-day  the  Jew  is  precisely  the  same  being  he  was  in  the  time  of  our  Sav- 
iour ;  and  so  he  will  continue  until  he  intermarries  with  people  of  other  nations. 
Then  only  his  mental  and  physical  traits  will  be  changed. 

But  the  transmission  of  physical  qualities  is  of  not  less  importance  than  the 
mental.  The  list  of  inheritable  diseases  is  frightful ;  in  my  judgment,  based 
on  long  observation,  there  is  not  a  chronic  complaint  but  is  inheritable.  And  who 
knows  a  woman  so  complete  in  health  as  to  be  free  from  them?  Fashion,  in 
past  years,  has  ruled  the  sex  to  so  great  a  destruction  of  their  constitutions,  that 
everywhere,  in  the  country  as  in  the  town,  there  is  a  universal  ill-health.  And  as 
to  men,  it  is  conceded  that  the  population  of  the  cities  would  soon  decrease  were 
it  not  for  the  renewed  sources  of  health  that  flow  into  them  from  the  country. 
Wherefore,  then,  these  deplorable  evils  1 

There  can  be  but  a  single  answer.  Ignorant  of  themselves,  for  want  of  the 
study  of  physiology,  nearly  every  law  of  health  is  disregarded.  They  are 
overlooked  in  the  marriage  union,  in  the  treatment  of  childhood,  in  our  systems 
of  education,  and  in  the  business  of  life.  In  early  years  the  child  is  dressed 
with  sole  reference  to  its  appearance,  and  the  glorious  sunbeam  of  so  great 
chemical  power  over  vegetable  life,  and  not  less  essential  to  animal  development, 
is  sedulously  kept  from  it,  lest  a  tan  or  a  freckle  might  stain  the  blanched  skin. 
To  economize  fuel,  our  houses  are  constructed  to  exclude  fresh  air,  and  our  food 
is  selected  more  to  please  the  palate  than  its  adaptation  to  digestion  and  the  wants 
of  the  body.  It  is  eaten  with  the  haste  business  demands,  and  not  as  the  na- 
ture of  digestion  requires.  Thus  whilst  the  nervous  system  is  exhausted  by 
excessive  mental  application,  the  blood  system  which  should  sustain  it,  is  pois- 
oned in  the  food  and  digestion  by  which  it  should  be  sustained. 

Do  our  systems  of  education  fit  us  for  the  weighty  obligations  arising  from 
the  family  relation?  I  may  be  told  that  physiology  is  now  made  a  school-book. 
True,  but  in  what  way?  That  which  most  concerns  this  relation  is  excluded. 
The  vital  organs  are  described,  but  their  offices,  their  mutual  sympathies,  their 
relations  to  the  brain  and  mind,  their  action  in  health  and  their  condition  in 
disease — that  is  to  say,  physiology  as  a  practical  good,  to  direct  us  in  all  that  re- 
lates to  the  body  and  its  relation  to  the  mind,  finds  no  place  iii  our  educational 
courses. 

Again,  upon  the  mother  devolves  the  first  instruction  of  childhood.  Objects 
are  early  noticed,  and  their  nature  and  relation  to  the  infant  learned  by  it.  The 
mother  should  instruct  in  these  :  those  about  the  house,  those  beyond  it,  in  the 
gardens  and  fields  and  woodlands.  But  who  ever  saw  a  mother  out  in  the  open 
air  thus  teaching  childhood,  instilling  a  love  for  the  beautiful  from  the  flowers 
and  green  grass  and  leafy  trees  ?  from  the  azure  sky,  or  the  soft,  gentle  winds 
or  the  dark-rolling,  tempestuous  cloud  ?  At  an  early  age,  to  get  the  child  "  out 
of  her  way,"  it  is  placed  in  school,  to  learn  abstract  ideas  from  books  and  a 
teacher  as  little  competent  as  the  mother  to  understand  its  nature  and  wants. 

In  these  errors  and  defects  there  are  placed  before  us  those  studies  that  should 
fit  the  individual  for  the  right  discharge  of  the  duties  resting  upon  him  from  the 
family  relation.  They  are  physiology,  psychology,  and  phrenology,  the  edu- 
cation of  the  family,  &c. 


;i 


11 

2.  Knowledge  as  members  of  society. — The  second  division  under  the'general 
uestion,  What  studies  should  be  taught?  relates  to  the  right  discharge  of  the 
uties  of  the  individual  as  a  member  of  the  community.  These  duties  place  man 
in  two  connexions — in  social  intercourse,  with  those  immediately  around  him  ; 
and  in  the  discharge  of  the  duties  of  citizenship,  to  the  political  institutions  of 
his  country.  But  they  need  not  be  considered  separately,  for  the  acquirements 
that  fit  him  for  the  one  are  demanded  by  the  other.  He  must  have  general 
knowledge,  to  exercise  influence  in  society,  and  political  information,  to  act  well 
his  part  as  a  citizen  ;  and  the  agencies  for  using  these  are,  good  conversational 
qualities,  and  readiness  and  elegance  as  a  writer  and  speaker.  Of  these 
agencies — for  I  shall  speak  of  them  first' — is  a  knowledge  of  language 

In  advocating  the  study  of,  at  least,  the  Latin  in  the. industrial  universities,  I 
cannot  but  regret  to  differ  from  Mr.  Herbert  Spencer,  whose  opinions  on  educa- 
tion should  have  an  unlimited  sway.  Concurring  with  him  in  all  that  he  has 
written  on  the  necessity  of  the  study  of  science,  in  his  admirable  work  on  edu- 
cation, yet  I  cannot  approve  of  the  disparagement  of  the  languages  contained 
in  the  latter  portion  of  the  following  paragraph : 

"Paraphrasing  an  eastern  fable,  we  may  say  that  in  the  family  of  knowl- 
edges, Science  is  the  household  drudge,  who  in  obscurity  hides  unrecognized 
perfections.  To  her  has  been  committed  all  the  work  ;  by  her  skill,  intelligence, 
and  devotion  have  all  the  conveniences  and  gratifications  been  obtained ;  and, 
while  ceaselessly  occupied  ministering  to  the  rest,  she  has  been  kept  in  the 
background,  that  her  haughty  sisters  might  flaunt  their  fripperies  in  the  eyes  of 
the  world.  The  parallel  holds  yet  further.  For  we  are  fast  coming  to  the 
denouement  when  the  positions  will  be  changed,  and  while  these  haughty  sisters 
sink  into  merited  neglect,  science,  proclaimed  as  highest  alike  in  worth  and 
beauty,  will  reign  supreme." 

What  is  meant  by  the  term  "haughty  sisters"  is  the  languages  and  mathe- 
matics, and  the  prediction  that  they  "  will  sink  into  merited  neglect "  is  a  con- 
demnation of  their  utility.  The  figure  he  uses  is  a  just  one:  they  are  sisters  of 
a  common  household,  and  the  unjust  degradation  of  one  is  no  cause  for  her 
exaltation  by  the  debasement  of  the  rest.  They  are  sisters,  and  should  live  in 
sisterly  equality  and  affection,  each  fulfilling  the  purposes  of  her  existence. 

"  Words  are  things."  And  in  this  country  especially,  where  thought  clothed 
in  words  acts  on  mind,  they  are  things  of  great  significance.  It  was  a  few 
written  words  of  Mr.  Jefferson  that  created  the  doctrine  of  State  rights,  claim- 
ing supremacy  for  a  State  and  its  right  of  nullification.  It  was  words,  printed 
and  spoken,  that  gave  these  other  words  a  power  to  create  this  rebellion. 
Words  are  a  deadly  poison  or  a  most  nutritious  food,  according  as  they  are- 
compounded  and  administered.  Mr.  Jefferson  made  them  this  poison;  the 
Apostles,  by  them,  offered  eternal  life.  It  needs  the  aid  of  language  to  entice  to 
the  study  of  science.  Words  may  repulsively  ask  to  this  study,  or  invitingly 
draw  to  it.  They  can  embellish  every  fact  and  thought.  To  say,  then,  that 
an  agency  so  powerful  for  good  or  evil  should  sink  into  merited'  neglect  is  an 
unjust  opinion,  the  incorrectness  of  which  is  shown  by  Mr.  Spencer's  use  of 
words  in  every  page  of  his  masterly  writings.  But  it  is  an  opinion  induced  by 
that  repellant  antagonism,  which,  like  the  pendulum,  swings  from  one  extreme 
to  its  opposite.  It  is  an  instance  of  that  "  rhythmical  tendency,"  as  Mr.  Spen- 
cer terms  it,  that  carries  us  from  "one  absurd  extreme  to  the  opposite  one" — a 
reaction,  "  carried  as  reactions  usually  are,  somewhat  too  far."  This  an- 
tagonism leads  to  one-ideaism.  To  a  certain  extent,  this  over-valuing  one  sub- 
ject by  underrating  all  others,  gives  energy  in  our  advocacy  of  it ;  but,  never- 
theless, it  is  a  vice,  often  tending  to  insanity  in  zeal,  as  it  frequently  does  to 
aberration  of  mind,  as  seen  in  the  monomaniac.  The  moral  of  the  story  of  the 
Knight  of  La  Mancha  should  not  be  forgotten.  In  the  vindication  of  the 
utility  of  the  sciences,  many  of  their  advocates  have  been  carried  beyond  a 


12 

proper  degree  of  opposition  against  their  unjust  neglect,  and  have  become  as 
unjust  in  their  denunciations  of  the  languages. 

If  words,  then,  are  things,  a  knowledge  of  them  should  not  be  disregarded 
in  a  government  like  ours.     It  is  very  true  that  to  the  professional  classes 
languages  may  be  more  important,   because  words  are  an  important  part  of 
their  occupations,  as  well  as  in  their  relations  to  social  influences  and  their 
duties  as  citizens.     It  is  also  true  that  the  fanner  is  more  isolated  than  others, 
but  for  that  reason  he  should  be  more  skilled  with  the  pen.     Either  through 
the  agency  of  the  press  or  by  letters  he  should  communicate  with  his  fellow- 
farmers  on  matters  of  their  occupation.     All  of  them  should  take  counsel  to- 
gether on  public  affairs.     But  all  other  of  the  industrial  classes  are  in  constant 
association.     Without  the  knowledge  of  words  and   their  ready  use,  the  in- 
dustrial classes  can  never  wield  an  influence  for  the  defence  of  their  occupa- 
tions, or  their  social  status,  or  for  the  right  administration  of  public  affairs.     As  a 
mere  accomplishment  they  have  a  right  to  it,  for  social  power  rests  much  on 
accomplishments ;  and  whatever  adorns,  as  well  as  whatever  strengthens  and 
elevates,  belongs  as  much  to  the  industrial  classes  as  to  the  professional.     He 
is  false  to  them  who  demands  less.     The  study  of  a  language  such   as  the 
Latin  is  the  readiest  w^ay  to  a  correct  understanding  of  the  English  language, 
for  it  has  given  to  it  a  third  of  its  words  in  common  use,  and  names  to  much 
of  the  nomenclature  of  the  sciences.     It  lays,  too,  the  foundation  for  a  more 
speedy  acquisition  of  most  of  the  modern  languages.      Of  the  latter,  it  is  a 
prevailing  opinion  that  French  and  German  should  be  taught  in  the  industrial 
colleges,  not  as  a  necessary  part  of  the  regular  course  of  instruction,  but  to 
those  who  may  desire  to  better  prepare  themselves  for  commercial  transactions 
among  the  foreign  population  at  home,  or  with  foreigners  abroad,  as  well  as  to 
all  others  wishing  such  instruction  from  any  motive. 

Of  those  studies  which  may  be  classed  among  the  accomplishments,  I  will 
refer  to  but  two — history  and  biography.     The  history   of   nations   must  be 
studied  by  the  industrial  classes,  but  not  that  history  whose  only  purpose  is  to 
narrate  what  kings  and  parties  have  done,  or  what  battle  has  been  fought  by 
this  or  that  general.     They  have  a  history  of  their  own,  and  therefore  history 
should   narrate  what  has  been   accomplished  by   the    industrial    classes.     It 
should  show,  as  Mr.  Herbert  Spencer  remarks,  "  to  what  extent  the  division  of 
labor  was  carried ;  what  influences  regulated  production ;  what  was  the  con- 
nexion between  capital  and  labor,  between  employers   and  employed  ;  what 
were  the  agencies  for  distributing  commodities ;  what  were  the  means  of  com- 
munication;   what  was   the  circulating  medium.     Accompanying  all  of  which 
should  come  an  account  of  the  industrial  arts  technically  considered,  stating 
the  processes  in  use  and  the  quality  of  the  products.     Further,  the  intellectual 
condition  of  the  nation  in  its  various  grades  should  be  depicted,  not  only  with 
respect  to  the  kind  and  amount  of  education,  but  with  respect  to  the  progress 
made  in  science,  and   the  prevailing  manner  of   thinking.      The  degree  of 
aesthetic  culture,  as  displayed  in  architecture,  sculpture,  painting,  dress,  music, 
poetry,  and  fiction,  should  be  described ;  nor  should  there  be  omitted  a  sketch 
of  the  daily  lives  of  the  people,  their  food,  their  homes,  and  their  amusements ; 
and  lastly,  to  connect  the  whole,  should  be  exhibited  the  morals,  theoretical 
and  practical,  of  all  classes,  as  indicated  in  their  laws,  habits,  proverbs,  and 
deeds.     All  these  facts,  given  with  as  much  brevity  as  consists  with  clearness 
and  accuracy,  should  be  so  grouped  and  arranged  that  they  may  be  compre- 
hended in  their  assembled   connexion,  and  thus  may  be  contemplated  as  mu- 
tually dependent  parts  of  one  great  whole;"  or,  in  other  words,  that  the  history 
of  the  industrial  classes  should  be  written  and  studied,  and  not  the  acts  of 
kings  and  potentates. 

Biography  should  be  read ;  not  that  of  party  rulers,  but  of  those  who  were 
leaders  in  invention ;  of  those  whose  ships  whitened  every  ocean,  who  reared 


13 

up  manufactories,  who  mined  from  the  deep  earth  its   coals  and  minerals;  of 
those  who  started  on  its  unending  track  the  locomotive,  and  made  the  ship 

"Against  the  wind,  against  the  tide, 
To  steady  with  an  upright  keel." 

Let  history  and  biography  be  so  written,  and  their  study  will  serve  to  elevate 
the  industrial  classes  in  their  own  estimation,  and  make  them  true  to  them- 
selves ;  and  being  so  in  their  political  relations,  they  will  be  false  to  no  duty ; 
as  they  have  been  in  times  past,  to  themselves  and  to  the  country,  save  in  the  ready 
sacrifice  of  life  to  defend  it  in  the  field  against  leaders  not  of  their  class  and  pur- 
suit. Then  the  theory  of  our  government,  that  the  humblest  citizen  may 
attain  the  highest  offices,  will  be  a  reality  in  this,  that  he  can  do  so  through  the 
pursuit  of  that  industrial  occupation  which  has  had  its  just  weight  in  deter- 
mining political  power.  Eminence  in  that  occupation,  joined  to  the  enlarged 
and  liberal  mind  which  the  education  of  the  industrial  colleges  should  give, 
will  render  illustrious,  as  was  Cincinnatus  when  called  from  the  plough  to  save 
Rome,  or  as  was  Washington,  in  whom  the  surveyor's  chain  brought  out  quali- 
ties that  raised  him  to  the  highest  military  command. 

There  remains  but  one  more  matter  of  general  remark.  We  have  seen  how 
parallel  run  the  social  and  public  duties  of  all_classes  in  the  community.  What- 
ever studies  are  essential  to  disciplining  the  mind  of  the  professional  man,  are 
they  not  as  important  to  the  industrial  mm  1  The  power  to  think,  and  to  ap- 
ply thought,  is  indeed  more  necessary  in  thft  inventions,  in  finance,  and  in  the 
more  extensive  commercial  pursuits,  than  in  the  professional.  Those  destined 
to  follow  the  mechanic  arts  must  study  mathematics.  The  commercial  pursuits 
demand  a  knowledge  of  political  economy.  What,  then,  prevents  those  destined 
for  professional . occupations  from  acquiring  in  these  industrial  colleges  the  in- 
struction they  need  ?  Are  not  the  sciences  the  best  of  all  branches  of  study  for 
them  1 

By  the  preacher  the  study  of  science  can  no  longer  be  disregarded,  for  that 
exalted  feeling  which  is  poetry  or  religion,  according  as  it  is  produced  by  a  con- 
templation of  the  works  of  nature,  or  of  the  wisdom  of  nature's  God,  becomes 
still  higher  arid  more  intense  when  science  reveals  the  infinitude  of  that  wisdom. 
"Whoever,"  say  a  writer,  "will  dip  into  Hugh  Miller's  works  on  geology,  or 
read  Mr.  Lewis's  Sea-side  Studies,  will  perceive  that  science  excites  poetry 
rather  than  extinguishes  it;  and  whoever  will  contemplate  the  life  of  Goethe 
will  see  that  the  poet  and  the  man  of  science  can  coexist  in  equal  activity.  Is 
it  not,  indeed,  an  absurd  and  almost  a  sacrilegious  belief,  that  the  more  a  man 
studies  nature  the  less  he  reveres  if?  Think  you  that  a  drop  of  water,  which 
to  the  common  eye  is  but  a  drop  of  water,  loses  anything  in  the  eye  of  the 
physicist,  who  knows  that  its  elements  are  held  together  by  a  force  Avhich,  if 
suddenly  liberated,  would  produce  a  flash  of  lightning  1  Think  you  that  what 
is  carelessly  looked  upon  by  the  uninitiated  as  a  mere  snow-flake  does  not  sug- 
gest higher  associations  to  one  who  has  seen  through  a  microscope  the  wonder- 
fully varied  and  elegant  forms  of  snow-crystal1?  Think  you  that  the  rounded 
rock,  marked  with  parallel  scratches,  calls  up  as  much  poetry  in  an  ignorant 
mind  as  in  the  mind  of  a  geologist,  who  knows  that  over  this  rock  a  glacier  slid 
a  million  years  ago  ?  The  truth  is,  that  those  who  have  never  entered  upon 
scientific  pursuits  know  not  a  tithe  of  the  poetry  by  which  they  are  sun  minded. 
Whoever  has  not  in  youth  collected  plants  and  insects,  knows  not  half  the  halo 
of  interest  which  lanes  and  hedgerows  can  assume.  Whoever  has  not  sought 
for  fossils,  has  little  idea  of  the  poetical  associations  that  surround  the  places 
where  imbedded  treasures  were  found.  Whoever,  at  the  sea-side,  has  not  a 
microscope  and  aquarium,  has  yet  to  learn  what  the  highest  pleasures  of  the 
sea-side  are.  Sad  indeed  is  it  to  see  how  men  occupy  themselves  with  triviali- 
ties, and  are  indifferent  to  the  grandest  phenomena ;  care  not  to  understand  the 


14 

architecture  of  the  heavens,  but  are  deeply  interested  in  some  contemptible  con- 
troversy about  the  intrigues  of  Mary  Queen  of  Scotts ;  are  learnedly  critical 
over  a  Greek  ode,  and  pass  by,  without  a  glance,  that  grand  epic  written  by  the 
finger  of  God  upon  the  strata  of  the  earth  !" 

And  who  can  look  out  on  the  ocean  through  Maury's  Physical  Geography  of 
the  Sea,  or  contemplate,  through  the  microscope,  that  infinitude  of  life  which 
lies  beyond  the  reach  of  unaided  vision,  but  which  fills  up  the  depths  of  the  ocean 
with  active  and  joyful  existences,  or  can  follow  its  unceasing  evaporations  in 
their  varied  forms  as  they  pass  over  the  dry  lands,  enriching  and  beautifying 
them  with  descending  rains,  and  not  perceive  the  grandeur  of  the  Psalmist's  ex- 
clamation, "The  sea  is  His,  and  He  made  it?"  Shall  the  pulpit  longer  con- 
tinue in  ignorance  of  science,  as  if  the  God  of  nature  and  of  revelation  were  of 
antagonistical  attributes  ?  Does  a  study  of  polemical  theology  more  enlarge 
human  sympathies  than  a  knowledge  of  the  wisdom  and  love  of  the  Creator,  as 
seen  in  his  works? 

To  the  lawyer,  a  knowledge  of  the  sciences  is  still  more  essential.  For  what 
better  mental  discipline  to  him  than  the  knowledge  of  the  steps  adopted  to  discover 
and  unfold  scientific  truth  ?  It  is  as  valuable  to  him  to  determine  the  differences 
between  error  and  truth,  or  crime  and  innocence,  in  human  conduct.  It  not  only 
disciplines  his  perceptive  faculties  in  seeing  the  relation  of  one  fact  to  another, 
but  strengthens  his  judgment  in  determining  the  consequences  of  that  relation. 
As  the  study  of  natural  laws  demands  complete  investigation,  surely  the  power 
to  make  it  must  be,  to  the  legal  mind,  one  of  its  strongest  acquisitions ;  for  it 
can  search  into  the  elements  of  human  conduct,  into  motives  as  developed  by  acts; 
it  can  trace  the  secret  steps  in  the  commission  of  crime  through  the  motive.  The 
same  mental  discipline  is  as  essential  in  such  investigations  as  to  the  naturalist  who 
deduces  the  structure  and  habits  of  a  fish,  that  now  has  no  other  existence  than 
a  fossil  scale.  The  reasoning  processes  are  the  same  in  determining  moral  rela- 
tions as  in  the  physical ;  for  both  perceive  and  determine  the  fitness  of  things. 
The  logic  in  the  demonstration  of  a  moral  truth,  or  a  legal  proposition,  or  a  geo- 
metrical problem  is  the  same  as  used  in  determining  an  extinct  animal  from  a 
single  fossil  remain. 

But  the  study  of  science  adorns  the  mind  with  the  noblest  illustrations  a  law- 
yer could  use  to  develop  or  strengthen  his  arguments.  For  as  much  above  as 
are  the  laws  of  nature  those  of  man,  so  much  loftier  are  they  as  means  of  com- 
parison. Just  as  the  beau-ideal  of  the  orator,  which  Cicero  had  always  before 
him,  aided  him  to  attain  his  own  greatness  in  oratory,  because  of  its  superiority 
to  himself  as  an  orator. 

The  bar  and  the  pulpit,  in  their  want  of  illustrations  and  comparisons  drawn 
from  the  sciences,  show  that  neglect  of  their  study  which  has  so  long  existed  in 
our  educational  institutions.  This  neglect  the  sciences  are  now  avenging;  for, 
in  their  recent  great  development,  they  have  lessened  the  supremacy  of  both 
the  lawyer  and  the  preacher,  especially  in  social  influences,  by  exhibiting  their 
ignorance  of  subjects  the  most  attractive  and  instructive  in  social  intercourse. 
The  educational  acquirements  of  both  are  becoming  fossilized :  they  are  dead, 
not  living,  as  are  those  of  the  man  of  science. 

"At  present,"  says  the  author  of  Friends  in  Council,  "many  a  man  who  is 
versed  in  Greek  metre,  and  afterwards  full  of  law  reports,  is  childishly  ignorant 
of  nature.  Let  him  walk  with  an  intelligent  child  for  a  morning,  and  the  child 
will  ask  him  a  hundred  questions  about  sun,  moon,  stars,  plants,  birds,  building, 
farming,  and  the  like,  to  which  he  can  give  very  sorry  answers,  if  any ;  or,  at 
the  best,  he  has  but  a  second-hand  acquaintance  with  nature.  Man's  conceits 
are  his  main  knowledge.  Whereas,  if  he  had  any  pursuit  connected  with  nature, 
all  nature  is  in  harmony  with  it,  and  is  brought  into  his  presence  by  it." 

If,  then,  the  preacher  and  the  lawyer  should  not  be  ignorant  of  the  sciences,  and 


15 

the  industrial  classes  should  study  language  and  mathematics,  for  what  purpose 
should  separate  institutions  of  learning  be  maintained  for  them? 

This  question  is  the  more  significant  when  we  consider  how  very  few  of  our 
collegiate  institutions  are  prepared  to  give  proper  instruction  in  the  sciences. 
With  the  exception  of  these  few — the  oldest  and  richest  of  the  eastern  States — 
they  have  no  museum  at  all,  and  the  united  apparatus  of  the  entire  colleges, 
in  many  of  the  western  States,  would  be  insufficient  for  a  single  industrial  school. 
The  sciences,  as  Mr.  Owen  shows,  must  be  taught  through  the  medium  of  the  eye, 
if  a  love  for  scientific  instruction  is  to  be  spread  abroad  through  all  classes  and 
pursuits.  To  procure  such  museum  and  other  things  essential  to  an  industrial 
college,  will  require  an  expenditure  that  will  demand,  not  only  what  can  be  de- 
rived from  a  united  fund,  but  additions  to  it  by  legislative  grant.  Mr.  Owen 
shows  this. 

And  if  so.  what  can  be  accomplished  but  the  destruction  of  the  fund,  by  cre- 
ating two  or  more  institutions  in  each  State,  or  parcelling  it  out  to  several  ex- 
isting colleges,  that  a  like  corps  of  professorships  may  be  established  in  each 
one  of  them  ?  And  this,  too,  when  the  condition  of  our  few  agricultural  colleges 
shows  that,  so  far,  they  have  been  unable  to  obtain  a  patronage  from  the  indus- 
trial classes  sufficient  to  sustain  any  one  of  them.  Truly,  to  divide  is  to  fall. 
As  wisely  may  we  contend  for  a  division  of  these  United  States. 

Since  this  article  was  in  type,  I  have  received  the  catalogue  of  the  Michigan 
State  Agricultural  College  for  1864.  This  is  one  of  the  best  endowed  and  most 
successful  of  our  agricultural  schools.  It  has  a  farm  of  676  acres,  of  which  275 
are  under  cultivation,  and  seven  professors,  with  a  superintendent  of  the  farm. 
It  is  located  in  a  central  position  of  our  great  northwestern  agriculture,  among 
a  population  zealous  in  the  cause  of  education,  and  in  a  State  where  common 
schools  are  most  successful.  Here,  if  any  where,  a  strictly  agricultural  college 
could  find  support,  yet  the  catalogue  shows  but  sixty-two  students  in  attend- 
ance this  year,  three  of  whom  have  been  expelled.  Of  the  fifty-nine  left,  thirty- 
three  are  in  the  preparatory  class,  leaving  but  twenty-six;  for  the  senior,  sopho- 
more, freshman,  and  select  course  classes.  There  seems  to  be  no  junior  class. 
If  the  number  of  students  is  a  proper  criterion,  then  this  Agricultural  College  is 
a  failure.  It  is  an  agricultural  school  exclusively. 

The  State  Agricultural  College  of  Pennsylvania  is  not  more  prosperous.  If 
this  is  the  result  in  such  agricultural  States,  what  will  be  the  success  of  like 
colleges  in  eastern  States,  whose  agriculture  is  so  much  less,  in  proportion  to  the 
population  ?  These  facts  but  the  more  confirm  me  in  the  views  above  expressed, 
that  Avhilst  our  Industrial  Colleges  should  have  especially  in  view  the  thorough 
education  of  the  industrial  classes — not  farmers  alone,  but  the  mechanic,  the 
manufacturer,  and  the  merchant,  too — their  course  of  instruction  should  be  such 
as  to  provide  also  for  those  purposing  to  follow  professional  avocations. 

PART  II. 

Having  considered  in  Part  I,  in  a  very  general  way,  the  nature  of  the  in- 
struction that  should  be  given  in  the  industrial  colleges,  from  the  objects  it 
should  seek  to  accomplish,  I  am  now  to  examine,  in  Part  II,  the  several  kinds 
of  industrial  colleges  and  their  courses  of  instruction.  What  I  have  to  say  in 
regard  to  them  is  taken  chiefly  from  Mr.  Flint's  report  to  the  Massachusetts 
State  Board  of  Agriculture,  and  the  report  upon  the  plan  for  the  organization 
of  colleges  for  agriculture  and  the  mechanic  arts,  by  the  late  Dr.  E.  Pugh,  presi- 
dent of  the  Agricultural  College  of  Pennsylvania, 

However  different  in  extent  are  their  courses  of  instruction,  the  several  insti- 
tutions referred  to  in  these  reports  can  be  regarded  in  a  fourfold  classification : 
1st.  Where  the  agricultural  institute  or  school  is  a  part  of  a  university.  2d. 


16 

Where,  although  separate  from  it,  the  languages  and  mathematics  are  a  part  of 
the  course  of  instruction.  3d.  Where  the  sciences  only  are  taught.  In  all  these 
practical  instruction  on  the  experimental  farm  and  in  the  propagat'ng  garden 
and  workshops  is  given.  A  fourth  kind  is  where  this  practical  instruction  is 
not  given,  but  theory  alone  is  taught,  and  this  by  lectures  only,  to  the  exclusion 
of  text-books. 

It  is  my  object,  in  this  division,  to  set  forth  the  character  of  eacTi  of  these 
classes,  as  seen  in  European  schools,  and  in  the  plans  advocated  here. 

1.  The  university  plan. — The  recent  excellent  and  most  timely  publication 
of  Mr.  Flint,  of  the  Massachusetts  State  Board  of  Agriculture,  makes  us  better 
acquainted  with  European  agricultural  schools  than  we  have  been  heretofore. 
"These,"  he  says,  "are  of  two  kinds:  those  which  are  connected  directly  or 
indirectly  with  universities,  and  those  which  are  independent  of  other  institu- 
tions." Prominent  among  the  first  kind  is  the  Agricultural  Institute  at  Jena, 
in  Saxe-Weimer.  It  is  a  part  of  the  university  at  Jena ;  but  whilst  it  has  a 
course  of  instruction  of  its  own,  the  special  purpose  of  which  is  to  prepare  the 
student  for  agricultural  pursuits,  he  may  avail  himself  of  all  the  advantages 
which  a  more  thorough  instruction  in  the  principles  of  any  science  in  the  uni- 
versity course  can  give  him.  The  influence  of  this  arrangement,  both  on  the 
course  of  studies  of  the  institute  and  on  the  emulation  of  the  student  of  agricul- 
ture, is  thus  referred  to  by  Mr.  Flint:  "In  consequence  of  the  use  of  these 
means  of  instruction,  the  institute  stands  in  an  independent  relation  with  the 
university,  which  secures  it  great  advantages ;  yet  far  more  important  is  the 
more  intimate  connexion  with  it;  that  is,  the  necessity  that  its  instruction  of  the 
same  principles  should  be  more  general  and  comprehensive,  and  fundamentally 
scientific,  like  that  of  the  university."  And  this  necessity  is  made  practically 
greater  by  infusing  a  loftier  ambition  among  the  students  of  the  institute  to 
emulate  the  thorough  instruction  imparted  in  the  university. 

As  so  little  has  yet  been  laid  before  the  American  farmer  of  the  studies  in 
these  schools,  it  may  be  useful  to  give  here  the  character  of  the  instruction  at 
this  institute.  Mr.  Flint  says:  "The  sciences  useful  to  the  farmer  which  the 
institute  teaches  are  as  follows  : 

1.  "  Sciences  relating  to  the  branches  of  agriculture. — Sciences  bearing  on  the 
cultivation  of  agricultural  plants,  in  its  whole  range,  as  climate,  soils,  cultivation, 
tillage,  manuring,  seed,  after-culture,  harvesting,  culture  of  grains,  mercantile 
and  fodder  plants,  fruits,  &c.     The  breeding  of  animals,  in  its  whole  range,  the 
principles  of  breeding,  nourishment  and  care,  raising,  keeping  and  use  of  partic 
ular  sorts  and  races  of  domestic  animals;  farm  management,  with  all  its  branches, 
book-keeping,  valuation,  &c.;  agricultural  excursions,  demonstrations,  and  con- 
versations. 

2.  "Fundamental  and  auxiliary  sciences  of  agriculture. — National  economy, 
agricultural  history  and  statistics,  agricultural  law,  physics,  meteorology,  general 
chemistry,  agricultural  chemistry,  practice  in  the  laboratory,  qualitative  analysis, 
quantitative  demonstration  of  agricultural  materials,  grains,  oil  fruits,  guano, 
other  kinds  of  manures,  soils,  plant  ashes,  mineralogy  and  geognosy,  including 
knowledge  and  classification  of  soils.      Botany,  with  special  reference  to  the 
physiology  of  plants ;   including  botanical  excursions,  instructions  in  forestry, 
care  and  use  of  woodland.     Gardening.      Zoology,  with  special  reference  to 
knowledge  of  insects,  veterinary  science,  anatomy  and  physiology  of  domestic 
animals   on  the  farm;    pathology  and    therapeutics,    chirurgery,    shoeing,   &c. 
Mechanics  and  machinery,  agricultural  machinery  and  implements,  their  con- 
struction  and   use.     Agricultural    technology,   including   technological    excur- 
sions, bread-making,  manufacture  of  vinegar,  distilling,  brewing,  sugar-making. 
Geodosy,  use  of  the  surveyor's  chain  and  theodolite,  field  measuring,  levelling, 
agricultural  mechanics." 


17 

As  aids  to  imparting  the  instruction  embraced  in  the  above  subjects,  the  insti- 
tute has — 

1.  "A  farm  of  about  1,400  acres,  with  a  numerous  herd  of  cattle,  a  distillery, 
brewery,  and  silk-raising  establishment,  which  serve  as  a  means  of  illustration  ; 

2.  "An  agricultural  botanic  garden,  attached  to  the  botanic  garden  of  the 
university ; 

3.  "A  well-appointed  chemical  laboratory,  with  a  sufficient  number  of  conve- 
nient working  desks; 

4.  "  Collections  of  minerals  and  earths,  dried  plants  and  seeds,  models  of  fruits,, 
collections  of  insects,  technical  apparatus,  so  far  as  requisite  for  reference  in  the 
lectures ; 

5.  "A  valuable  agricultural  library  for  the  use  of  the  students  j 

6.  "A  reading-room  where  all  the  agricultural  papers  are  taken; 

7.  "An  infirmary  for  sick  animals,  with  a  room  for  operations  and  necessary 
tools ; 

8.  "  A  rich  collection  of  pathological  preparations  and  objects. 

"For  the  ancient  and  modern  languages,  and  the  fine  arts,  the  university," 
says  Mr.  Flint,  "  offers  extraordinary  opportunities  to  those  who  desire  them." 

This  institute  has  eleven  professors,  and  but  110  students,  being  but  ten  stu- 
dents to  each  professor.  This  fact  appears  singular  to  us,  and  might  be  attrib- 
uted to  some  special  cause,  was  it  not  characteristic  of  all  European  agricultural 
schools.  At  the  still  more  celebrated  school  of  Hohenheim,  near  Stuttgardt,  in 
Wurteniberg,  there  are  but  161  students.  At  the  not  less  celebrated  one  of 
Grignon,  near  Paris,  in  France,  but  75;  and  the  English  agricultural  school  of 
Cirencester,  at  Gloucester,  has  proved  a  failure.  These  attendances,  so  meagre, 
admonish  us  that  the  successful  establishment  of  agricultural  colleges  is  a  diffi- 
cult work,  and  that  we  must  clearly  understand  the  adverse  influences  they  have 
to  encounter  before  we  endeavor  to  establish  our  own.  We  shall  recur  to  this 
matter  presently. 

II.  Agricultural  institutions,  separate  from  universities,  but  giving  linguistic 
and  mathematical  instruction. — An  institution  of  this  kind  is  brought  to"  our 
notice  in  the  excellent  report  of  the  late  Dr.  E.  Pugh,  president  of  the  Agricul- 
tural College  of  Pennsylvania.  He  passed  six  years  in  Europe  studying  its 
agricultural  schools,  and  the  opinions  of  one  thus  qualified  to  advise  will  have 
their  weight  with  all.  The  number  of  professors  recommended  by  him  for  an 
industrial  college  of  the  highest  character  is  sixteen,  including  the  president. 
The  professorships  relating  to  the  sciences  are  as  follows :  1,  of  pure  chemistry  ; 
2,  of  agricultural  chemistry  and  geology ;  3,  of  metallurgy,  mining,  and  miner- 
alogy, and  chemical  technology ;  4,  of  anatomy,  physiology,  and  veterinary  ; 
5,  of  natural  history,  more  particularly  of  zoology,  comparative  anatomy,  and 
entomology ;  6,  of  botany,  horticulture,  and  entomology. 

To  these  he  adds  the  following,  relating  to  languages,  mathematics,  and  the 
practical  arts  of  agriculture  and  military  affairs  : 

7,  of  pure  mathematics  and  the  higher  mechanics  and  astronomy;  8,  of  civil 
engineering  and  applied  mathematics ;  9,  of  natural  philosophy  and  astronomy, 
mechanics  and  physics;  10,  of  English  language  and  literature;  11,  of  modern 
languages,  particularly  German  and  French;  12,  of  practical  agriculture;  13, 
of  military  art  and  science,  and  teacher  of  military  tactics. 

To  the  foregoing,  he  says,  should  be  added  the  following,  though  not  indis- 
pensable to  a  system  of  industrial  education  : 

14,  of  Latin  and  Greek  languages  and  literature. 

Numerous  as  these  professorships  may  appear  to  be,  yet  they  are  all  essential 
to  an  industrial  college,  and  no  one  of  the  enumerated  studies  can  properly  be 
dispensed  with.  On  the  contrary,  there  should  be  added  to  them  meteorology 
and  physical  geography,  both  of  the  land  and  sea,  for  these  studies  embrace  the 
all-important  subjects  to  the  farmer  of  the  distribution  of  heat  and  moisture. 
2  B 


18 

On  the  nineteenth,  twentieth,  and  twenty-first  pages  of  his  report,  Mr.  Pugh 
speaks  of  the  apparatus  and  natural  history  collections  and  museums  essential 
to  the  proper  instruction  in  each  study.  But  we  omit  referring  specially  to 
what  he  regards  as  necessary,  for  Mr.  Owen  fully  sets  it  forth  in  his  communi- 
cation. 

III.  Agricultural  schools,  without  instruction  in  languages  and  mathematics. — 
Whilst  these  do  not  teach  either  modern  or  ancient  languages,  and  pure  mathe- 
matics, they  yet  adopt  a  scientific  course,  greater  or  less  in  different  institutions, 
but  their  chief  object  is  a  practical  instruction,  having  reference  to  such  prepa- 
ration of  the  student  as  will  qualify  him  for  the  superintendence  of  a  farm. 

Among  the  first  of  such  schools  in  Europe  is  that  of  Hohenheim,  and  to  it 
Mr  Flint  appears  to  have  given  much  attention.  In  the  theory  of  agriculture 
it  requires  but  two  hours  each  day  of  instruction,  and  the  sciences  do  not  ap- 
pear to  be  taught  to  any  great  extent.  Stock-raising  is  one  of  the  highest  im- 
portance connected  with  it,  atid  to  its  general  practical  course  of  instruction  it 
has  added  several  special  ones,  among  which  are  gardening,  fruit,  silk,  and  bee 
culture,  distilling,  natural  economy,  and  manufacture  of  agricultural  implements, 

It  lias  an  experimental  field,  and  as  this  feature  of  its  instruction  is  admirably 
adapted  to  the  improvement  of  American  agriculture,  we  quote  what  Mr.  Flint 
says  of  it: 

The  experimental  field  was  designed,  not  only  as  a  means  of  instruction  for 
the  students,  but  also  as  a  means  of  investigation  on  the  part  of  the  professors. 
For  this  purpose  the  plots  appropriated  to  each  experiment  consist  of  nearly  a 
quarter  of  an  acre  each — a  size  sufficient  to  give  to  each  a  fair  and  full  trial  in 
management,  manuring,  cost  of  culture,  results,  &c.  The  fact  that  there  are 
ninety-six  of  these  plots  indicates  that  this  part  of  the  enterprise  receives  its 
due  share  of  attention.  It  also  offers  the  means  of  raising  a  great  variety  of 
seeds  which  supply  the  wants  of  t/ie  farm,  and  form  an  important  item  in  the 
receipts  of  the  institute,  WHILE  IT  SKCURES  TO  THE  FARMERS  OF  THE  COUNTRY 

A  CERTAIN  SOURCE  FROM  WHICH  THEY  CAN  OBTAIN  PURE  SEED.  But  the  ex- 
periments on  the  farm  are  not  wholly  confined  to  this  field.  Among  those  that 
have  been  tried  the  following  may  be  mentioned : 

1.  Upon  the  transmission  of  caries  in  grain,  and  the  influence  of  washing, 
soaking,  fermentation  of  the  seed  on  the  stock,  as  well  as  on  the  age  and  change 
of  seed. 

2.  Observations  on  the  sensitiveness  of  growing  plants  to  frost. 

3.  On  the  effect  of  large,  middle-sized,  and  small  seed  potatoes. 

4.  On  plucking  off  the  blossoms  of  potatoes. 

5.  On  the  exhaustion  of  land  by  rape  culture.     [Here  it  should  be  by  tobacco 
and  corn  culture.] 

6.  On  the  exhaustion  of  wheat,  in  comparison  with  green  plants,  and  fallow. 

7.  On  the  culture,  year  after  year,  of  beets  on  the  same  land  by  constantly 
fresh  manuring.     [Here  it  should  be  of  all  our  crops,  especially  of  cotton,  sugar- 
cane, corn,  tobacco,  potatoes,  &c.,  requiring  summer  cultivation,  in  comparison 
with  crops  sown  in  the  fall,  as  wheat,  barley,  and  rye,  both  with  and  without 
manuring.] 

8.  On  the  continued  culture  of  artichokes  on  the  same  land,  with  manuring 
every  tlxree  years. 

9.  On  the  effect  of  mowing,  or  not  mowing,  the  late  clover  stubble  in  autumn. 
[The  second  crop  we  suppose  is  here  meant.] 

10.  On  .depasturing  of  winter  barley. 

11.  On  .the  manuring  of  meadows. 

12.  On  manuring  with  Peruvian,  Baker's  Island,  and  fish  guanos,  rape-meal, 
bone-meal,  superphosphate,  Chili  saltpetre,  salt,  gypsum,  gas  lime,  soda,  peat, 
ashes,  Liebig's  patent  manure,  artificial  manures. 


19 

13.  On  the  effect  of  fresh  and  rotted  manure,  the  mixture  of  various  crops, 
and  many  others. 

This  field,  says  Mr.  Flint,  was  very  instructive  and  interesting. 

Speaking  of  the  botanic  gardens  of  this  institute,  he  says  : 

"I  spent  a  good  deal  of  time  in  the  various  parts  of  this  garden.  It  is  laid 
out  on  a  generous  scale,  with  an  agreeable  park-like  aspect;  groups  of  trees,  or- 
namental and  useful  shrubs,  parterres  of  flowers,  and  lawns  well  kept.  A  part 
of  it  is  devoted  to  annuals,  where  an  immense  number  of  varieties  of  wheat  and 
other  grains  are  cultivated ;  each  plot  labelled,  so  that  the  visitor  may  know, 
without  a  guide,  what  each  contains.  In  another  part  are  the  perennials,  es- 
pecially those  of  economical  value.  The  grass  garden  forms  a  part  by  itself, 
where  the  different  species  of  grass  are  cultivated  in  little  clumps,  each  labelled 
with  its  scientific  and  common  name,  while  an  arboretum  of  considerable  ex- 
tent is  at  all  times  accessible  for  students  and  others." 

Course,  of  instruction,  museum,  library,  fyc. — These  do  not  radically  differ 
from  those  of  the  institute  at  Jena,  and  therefore  need  not  be  particularized ; 
but  during  the  working  weather  there  is  too  much  work,  and  not  enough  of 
study.  Ten  hours  a  day  of  labor,  what,  at  least,  an  American  farmer  would 
call  by  that  name,  is  too  exhausting  to  allow  profitable  study.  Mr.  Flint  thus 
speaks  of  the  instruction  on  the  practical  farm  of  Hohenheim : 

"  The  students  in  the  school  of  practical  farming  have  a  lecture  from  5  to  6 
o'clock  in  the  morning,  then  work  from  7  to  llj,  and  from  1  to  6J  or  7.  They 
have  another  lecture  or  study  from  8  to  9  o'clock.  The  time  devoted  to  study 
and  instruction  is  increased  in  winter  and  during  rainy  days.  They  are  the 
sons  of  peasants  well  off  in  the  world,  having  enough  to  rent  or  buy  a  farm. 
They  enter  for  three  years,  and  are  not  admitted  for  a  less  term." 

IV.  Institutions  discarding  the  languages,  mathematics,  and  also  manual 
labor. — It  is  hardly  necessary  to  take  any  notice  of  these  institutions.  They 
have  assumed  no  prominence  in  Europe,  and  the  only  one  referred  to  by  Mr. 
Flint  is  the  institute  at  Geisberg,  near  Weisbaden,  in  the  duchy  of  Nassau. 
"It  is  intended,"  says  Mr.  Flint,  "for  the  instruction  of  practical  farmers,  with- 
out teaching  practice  on  the  place.  It  was  founded  in  1835,  and  on  the  princi- 
ple that  it  is  of  no  use  to  teach  the  theory  and  practice  at  the  same  school. 
There  is  a  small  farm  connected  with  the  school,  but,  judging  from  the  helter- 
skelter  or  generally  mixed-up  condition  of  everything  about  the  premises,  I 
should  think  they  were  quite  right  in  not  attempting  to  teach  practice  there. 
Old  ploughs,  drays,  carts,  harrows,  and  everything,  else  lay  around  the  buildings 
in  no  small  confusion.  When  I  drove  into  the  yard  I  felt  sure  we  had  made 
some  mistake,  and  had  got  upon  the  premises  of  a  very  slovenly  farmer. 

"  The  theoretical  instruction  is  given  in  a  regular  course  of  two  winters. 
During  the  intervening  summer  the  students  are  either  at  home,  at  work  on  the 
farm,  or,  if  they  desire  it,  the  director  of  the  institute  procures  them  suitable 
places  with  skilful  practical  farmers. 

"  The  instruction  is  given  by  lectures,  and  written  and  verbal  questions  on 
the  studies." 

A  plan  of  instruction,  like  that  of  this  institute,  which  ignores  text-books  and 
practical  agriculture,  the  experimental  garden  and  field,  and  practical  instruc- 
tion in  stock-raising,  possesses  but  little  power  to  successfully  communicate  even 
theoretical  knowledge  only. 

Having  noticed  the  most  leading  features  of  these  different  plans,  before 
leaving  them  it  may  be  useful  to  point  out  some  matters  of  a  minor  character, 
but  which  are  still  useful. 

1.  The  general  mode  of  communicating  practical  instruction. — On  this  subject 
we  quote  Mr.  Flint's  notice  of  that  pursued  at  the  institute  at  Grignon,  in  France : 

"  The  pupils  are  required  to  work  four  hours  a  day,  and  are  successively 
charged  with  different  service  on  the  farm,  which  they  arc  called  upon  to  observe 


20 

daily.  They  assist  from  four  and  a  half  in  the  morning  in  the  order  of  work 
which  the  director  gives  to  the  different  chiefs,  and  in  the  evening  they  assist 
in  the  daily  reports  which  are  given  in  to  the  director,  and  in  entering  upon  the 
books  the  reports  upon  all  the  operations  of  the  farm.  The  labors  which  they 
perform  are  various.  They  comprise  the  cultivation,  the  care  of  animals,  the 
manufactories,  the  permanent  improvements,  building  of  roads,  the  care  of  the 
forests,  the  gardens,  &c.  They  attend,  during  the  visits  of  the  veterinary  sur- 
geon, in  the  cattle  stalls ;  they  curry  the  cattle  and  horses;  and  perform  various 
operations  under  the  directions  of  the  heads  of  the  various  branches.  Each 
pupil  is  obliged  to  make  a  detailed  report  to  the  director  upon  the  woik  he  per- 
forms, and  is  allowed  to  make  any  suggestions  he  may  see  fit,  which  are  accepted 
and  acted  on  when  practicable. 

"  This  constitutes  the  practical  part  of  their  education.  Two  are  appointed  as 
general  inspectors  under  the  orders  of  the  director,  and  the  duties  alternate;  that 
is,  a  certain  number  has  charge  of  one  department  for  a  certain  length  of  time, 
say  a  week  or  a  month,  and  then  they  are  assigned  to  another  department  in 
succession ;  as,  for  instance,  four  may  be  charged  with  the  management  of  the 
oxen,  two  with  that  of  the  horses,  two  with  the  pigs,  two  with  the  sheep,  two 
with  the  poultry,  four  with  the  silk  worm  establishment,  forming  thus  a  sort  of 
committee  on  each  branch,  the  duty  of  which  is  to  see  that  the  proper  attention 
is  paid  to  all  the  details ;  as  among  stock,  to  see  that  it  is  properly  fed,  to  note 
the  results  of  any  changes  of  feed,  &c.  So,  too,  with  the  garden,  two  or  more 
are  appointed ;  two  on  woods  and  plantations,  two  to  inspect  the  repairs  and 
improvements  going  on,  two  on  the  manufacture  of  starch,  cheese,  and  other 
manufactured  products,  two  on  book-keeping  and  accounts,  &c. 

"  I  believe  the  practice  is  to  have  one  of  the  two  on  each  committee  of  two 
years'  standing,  and  the  other  a  newly-entered  pupil.  At  the  end  of  the  week 
all  are  required  to  make  a  report  in  the  presence  of  the  whole  school,  when  the 
professor  comments  or  enlarges  upon  the  various  operations  going  on,  and  gives 
such  additional  information  as  may  be  suggested  by  the  facts  presented.  In 
addition  to  this  exercise,  which  has  the  effect  to  train  the  young  men  in  the  art 
of  composition  and  the  skilful  use  of  language,  as  well  as  to  keep  them  informed 
of  the  working  of  the  whole  system,  the  professor  takes  the  classes  to  see  the 
various  operations  of  the  farm,  pointing  out  the  most  approved  method  of  per- 
forming them,  &c.  He  lectures  thus  on  the  different  practical  processes  of 
farming  at  the  seasons  when  they  actually  take  place. 

"  Each  professor,  in  his  own  department,  moreover,  is  expected  to  give  his 
instruction  a  practical  turn,  by  means  of  short  excursions,  botanical,  geological, 
&c." 

2.  Excursions. — The  excursions  just  referred  to  seem  to  be  a  part  of  the 
systems  of  all  the  agricultural  educational  institutions  of  Europe.  Of  the  school 
at  Schleissheim  Mr.  Flint  says : 

"Excursions  are  also  made  to  neighboring  estates  for  the  purpose  of  obser- 
vation, the  results  of  which  are  written  out  by  the  pupils.  Money  is  sometimes 
appropriated  by  the  government  to  defray  the  expenses  of  long  excursions." 

Of  the  institute  of  Weihenstephan,  in  Bavaria,  he  remarks: 

"  In  addition  to  the  short  and  frequent  botanical  and  other  excursions  in  the 
neighborhood,  long  excursions  are  made,  from  time  to  time,  to  various  parts  of 
the  kingdom,  the  students  being  accompanied  on  them  by  one  or  more  of  the 
professors.  Special  subjects  are  assigned  to  some  one  or  more  of  the  class  on 
which  to  write  out  a  detailed  report.  As  an  example,  the  last  great  excursion 
which  took  place  previous  to  my  visit  was  made  to  northern  Bavaria,  to  Niirn- 
berg,  and  so  round  to  Augsburg,  to  visit  the  wool  market  in  that  city.  In  the 
former  city  there  was,  at  that  time,  a  great  meeting  of  Bavarian  farmers  for  the 
discussion  of  agricultural  topics — an  agricultural  convention,  in  other  words. 
That  was  taken  into  the  trip.  That  part  of  the  kingdom,  as  well  as  Franconia, 


21 

through  which  the  direction  lay,  is  largely  devoted  to  the  culture  of  hops.  Now 
two  of  the  students  were  appointed  to  write  out  an  account  of  the  journey  in 
general,  three  to  write  on  the  culture  of  the  hop,  two  on  fruit  culture,  as  seen 
in  the  excursion,  another  on  irrigation,  another  on  garlic  land,  another  on  the 
art  of  manuring,  four  others  on  cattle,  two  others  on  the  visit  to  Lichtenhof  Ag- 
ricultural School,  another  on  bees,  two  others  on  the  wool  market,  &c.  A  full 
report  of  the  excursion  is  thus  made,  mostly  written  by  the  students  themselves, 
and  printed  in  connexion  with  the  annual  report  of  the  school." 

In  our  American  industrial  colleges  these  excursions  would  constitute  a  most 
interesting  and  useful  feature.  The  facility  of  travel  by  railroads  would  enable 
ihe  students  to  extend  their  excursions  to  cities  of  great  manufacturing  celebrity ; 
and  the  numerous  State  fairs,  with  their  great  collections  of  so  many  industrial  pro- 
ducts, would  present  the  most  admirable  opportunities  for  discussions  and  reports. 

3.  Character  of  the  soil  for  the  experimental  farm. — One  of  the  greatest  evils 
in  our  present  agriculture  is  the  exhaustion  of  the  soil.     To  stay  this  by  dis- 
seminating such  knowledge  of  manures  and  their  application,  in  connexion  with 
deep  ploughing  and  rotation  of  crops,  must  constitute  a  most  important  part  of 
the  practical  instruction  on  the  experimental  farm.     Whenever  possible,  there- 
fore, a  soil  of  medium  fertility,  and  of  such  variety  of  clays  and  sands  as  will 
suffice  for  the  largest  class  of  experiments,  should  be  selected,  in  preference  to  a 
rich  soil  of  a  homogeneous  character ;  for  this,  although  more  productive  in  the 
beginning,  would  fail  in  exhibiting  the  effects  of  different  manures  and  systems 
of  cultivation  and  rotation.     We  agree,  therefore,  with  Mr.  Flint  in  what  he  says 
on  this  point.     Speaking  of  the  school  at  Schleissheim,  he  remarks  : 

"  The  estate  consists  of  about  six  thousand  five  hundred  acres,  and,  like  many 
other  establishments  of  this  kind,  it  possesses  a  fine  old  royal  residence,  or 
chateau,  the  whole  Tying  in  an  immense,  but  not  very  fertile,  valley.  I  have 
seen  it  intimated  that  the  lands  were  so  decidedly  inferior  and  unproductive, 
that  the  intention  of  the  government  in  giving  it  over  to  the  school  to  be 
managed  by  scientific  men  was  to  put  the  value  of  scientific  principles  in  agri- 
culture to  the  severest  possible  test.  I  believe,  if  such  was  the  case,  that  there 
has  been  little  reason  to  exult  in  the  triumph  gained  over  such  powerful  natural 
obstacles  as  a  poor  soil  and  an  ungenial  climate,  and  I  think  it  may  be  taken  to 
be  as  great  a  mistake  to  select  land  for  a  model  farm,  or  an  agricultural  farm, 
that  is  much  below  the  average  of  natural  fertility,  as  it  would  be  to  select  one 
very  much  above  it.  In  the  first  case,  even  scientific  management  can  hardly 
be  charged  with  the  responsibility  of  a  failure  to  produce  high  crops,  and  in  the 
latter  it  would  not  get  the  credit  of  what  it  did  produce.  Neither  would  be  a 
fair  test  of  the  skill  and  science  applied  to  it." 
•  Again,  of  the  lands  of  the  institute  at  Grignon  he  says  : 

"As  to  the  farm,  it  was  not  necessary  to  show  the  merits  of  improved  culture, 
and  the  benefit  it  can  render  to  the  country,  to  select  lands  already  rich  and 
productive.  M.  Bella,  the  first  director,  refused  other  places  which  were  offered, 
and  chose  Grignon,  which  was  noted  for  its  undesirable  condition  and  the 
poverty  of  its  soil.  Many  things  were  in  its  favor,  however.  *  *  The 

lands  were  poor  and  much  worn  out,  though  various  in  natural  quality.     Now 
the  lands  are  worth  six  times  as  much  as  they  were  when  the  enterprise  began." 

4.  The  number  of  students. — We  have  noticed  the  fact  of  the  small  number 
of  students  at  the  European  agricultural  schools.     In  this  country,  where  the 
usefulness  and  prosperity  of  collegiate  institutions  are  judged  of  by  the  concourse 
of  students,  these  European  schools  would  not  be  regarded  as  either  useful  or 
prosperous.     Mr.  Flint  has  not  discussed  the  causes  of  this  limited  attendance, 
and  we  are,  therefore,  left  to  conjecture  them  from  incidental  observations  made 
by  him. 

The  causes  seem  to  be  three  in  number :  1st.  From  the  fact  that  there  are 
too  many  agricultural  schools  in  proportion  to  that  part  of  the  agricultural  com. 


22 

munity  that  desire  to  receive  higher  instruction  in  that  pursuit.  The  nobility 
who  own  the  land,  on  the  one  hand,  and  the  common  farm  laborers,  on  the 
other,  do  not  care  for  this  instruction.  It  is  the  renter,  or  middle  man,  as  he  is 
called  in  England,  who  wishes  to  prepare  himself  for  the  proper  management  of 
a  farm.  "  The  object  of  the  school  of  practical  farming  of  Jena,"  says  Mr.  Flint, 
"  is  to  give  its  pupils  an  education  which  will  fit  them  for  the  skilful,  practical 
management  of  middling-sized  and  small  estates."  At  Schleissheim,  he  says, 
the  pupils  are  the  sons  of  peasants  mostly.  And,  speaking  of  the  price  of  tuition 
and  boarding  of  the  institute  at  Cirencester,  which  was  $150  per  year,  as  one  of 
the  causes  of  its  failure,  he  says,  "  Small  farmers  could  not  send  their  sons,  and 
rich  ones  would  not."  After  creating  a  debt  of  $125,000,  this  institute  passed 
under  the  control  of  some  of  the  nobility,  and  the  price  for  tuition  and  boarding 
was  raised  to  $450  per  year,  for  the  obvious  purpose  of  excluding  the  sons  of  the 
middle  men.  Still  it  is  not  prospering. 

"The  spirit  of  caste"  says  Mr.  Flint,  "so  prevalent  in  England,  has  probably 
been  the  cause  of  the  failure  of  this  college  to  meet  the  expectations  of  the 
friends  of  agriculture,  or  to  commend  itself  to  any  considerable  portion  of  the 
people.  I  could  not  learn  that  it  was  popular  with  any  class."  We  see  here 
very  plainly  why  these  higher  agricultural  institutes  have  but  a  limited  number 
of  the  farming  population  in  Europe  to  sustain  them. 

2d.  The  second  cause  is  seen  in  the  caste  to  which  Mr.  Flint  refers. 

Neither  of  these  difficulties  will  exist  in  this  country.  Not  for  farmers  alone 
will  our  industrial  colleges  be  created,  but  for  all  the  industrial  classes  ;  and  as 
I  hope  to  see  them,  not  for  those  only,  but  for  all  occupations,  professional  as 
well  as  industrial.  Caste  can  only  exist  in  this  country  by  separation,  for  this 
begets  estrangement;  and  if  we  are  to  have  separate  institutions  for  the  mental 
instruction  of  those  following  different  pursuits,  by  like  reasons  we  should  aim 
at  such  separation  in  moral  and  religious  instruction,  and  divide  into  State 
Catholic  and  Protestant  colleges,  and  the  latter  again  into  Calvinistic  and 
Wesleyan,  and  Unitarian  and  Trinitarian. 

In  Europe  the  great  mass  of  agricultural  laborers  do  not  aspire  to  ownership 
of  the  soil ;  their  condition  is  one  of  poverty  and  servitude,  and  hence  they  are 
not  represented  in  its  chief  agricultural  institutions.  But  here  the  industrial 
classes  are  owners  in  fee  simple,  and  their  circumstances  will  enable  them  to 
give  their  children  the  best  instruction.  The  limited  number  of  the  agricultural 
students  in  European  institutions  does  not,  therefore,  indicate  that  a  like  number 
only  will  be  the  attendance  here.  The  sons  of  the  poorer  agricultural  classes  in 
Europe  are  found  in  schools  of  an  inferior  character.  "The  great  majority,"  says 
Mr.  Flint,  "  of  what  are  called  agricultural  schools  in  Europe  are  mere  manual 
labor  schools,  and  on  a  very  limited  scale  at  that.  In  Ireland  alone  there  are 
one  hundred  and  thirty-four  such  schools.  France  has  three  regional  school  ons 
the  same  footing  as  that  at  Grignon,  though  I  believe  the  two  others  are  not 
quite  so  flourishing,  one  agricultural  institute  at  Versailles,  and  many  inferior 
schools,  carried  on  in  a  small  way,  where,  in  addition  to  the  elements  of  educa- 
tion, more  or  less  instruction  is  given  in  agriculture,  and  where  the  pupils  have 
to  work;  and  this  is  the  case  in  many  other  continental  countries." 

3d.  In  commenting  on  the  want  of  success  of  the  institute  at  Cirencester,  Mr. 
Flint  says  : 

"  It  only  adds  another  list  of  instances  which  might  be  given  to  show  that 
success  or  failure  will  depend  very  much  upon  the  man  at  the  head,  however 
great  may  be  the  incidental  advantages  which  may  occur  in  favor  of  such  an 
enterprise."  Of  the  institute  at  Hohenheim  he  remarks  : 

"  But  as  imperfect  and  defective  as  were  the  arrangements  at  the  outset  at 
Hohenheim,  there  was  one  thing  that  neither  the  director  nor  the  pupils  were  in 
want  of,  and  that  was  an  earnest  love  for  their  work  and  an  enthusiasm  for  the 
7iigh  reputation  of  the  new  institute.  It  was  not  the  least  of  the  merits  of 


23 

Scliwertz  (the  founder  of  the  school)  that  he  knew  how  to  infuse  such  an  enthusi- 
asm into  all  his  pupils.  Where  such  a  spirit  reigns,  great  things  are  easily  de- 
veloped from  small." 

An  enthusiastic  love  for  the  work  is,  indeed,  an  essential  requisite  in  those  who 
are  to  put  into  successful  operation  our  industrial  colleges ;  and  where  this  is 
wanting,  the  power  of  infusing  it  into  the  pupils  will  also  be  wanting.  To  ex- 
pect success  where  indifference  and  apathy  prevail  is  folly ;  zeal  and  energy, 
united  to  enlarged  views,  must  be  sought  for  by  those  whose  duty  it  will  be  to 
give  a  starting  direction  to  these  colleges,  in  the  selection  of  their  presidents  and 
professors. 

5.  The  place  of  location. — The  industrial   schools  in  Europe  have  not  been 
located  in  the  vicinity  of  its  largest  cities.     The  purpose  of  this  is  obvious  ;  for, 
besides  the  increased  expenses  to  the  pupil,  the  incentives  to  waste  of  time  are 
greater,  and  the    temptations    to  immorality   increased  a  hundred-fold.     The 
nearness  of  a  city,  through  its  show  of  great  wealth,  is  calculated  to  lead  the 
mind  of  the  student  to  speculative  pursuits,  and  to  create  a  distaste  to  those  in- 
dustrial occupations  whose  gains  are  slow  and  toilsome. 

But  in  the  more  retired  localities,  care  should  be  taken  to  have  in  view  such 
market  facilities  as  will  insure  favorable  prices  for  the  products  raised  or  manu- 
factured, and  those  travelling  accommodations  which  will  enable  the  students  to 
make  the  excursions  referred  to. 

6.  Instruction  in  the  sciences  involves  a  far  greater  expense  in  the  establish- 
ment of  an  institution  than  that  in  languages  and  mathematics.     It  requires  the 
museum,  by  which  clear  ideas  may  be  communicated  through  the  eye.     And 
this  greatly  increased  expense  is  one  of  the  prominent  causes  why  the  sciences 
have  not  been  taught  in  the  great  majority  of  American  colleges,  for  on  account 
of  their  great  number  the  endowment  of  each  has  been  too  limited  to  have 
either  a  museum,  or  library,  or  apparatus.     Keeping  in  view  this  fact,  it  is 
obvious  that  the  several  States  should  not  only  carefully  husband  the  resources 
derived  from  the  grant  of  Congress,  but  should  add  to  it  by  every  proper 
means.     The  following  suggestions  may,  therefore,  be  not  inappropriate  : 

1.  Where  a  State  has  a  well-established  university,  as  that  of  Harvard  or 
Amherst  in  Massachusetts,  or  Yale  in  Connecticut,  or  that  of  the  University  of 
Michigan,  its  industrial  college  may  most  advantageously  be  made  such  a  part 
of  it,  as  would  give  the  students  all  advantages  of  instruction  in  both,  but  leave 
to   the  Industrial  College  its  own  endowment  and  control.     On  the  question  of 
such  connexion,  we  think  the  following  remarks  of  Mr.  Flint  are  just.     He  says : 

"  I  do  not  know  that  it  would  serve  any  good  purpose  to  enter  at  length  into 
a  development  of  the  controversy  now  going  on  in  Germany  upon  this  question, 
owing  to  the  fact,  already  intimated,  that  the  state  of  society  is  so  different,  the 
lines  of  caste  there  so  nicely  drawn,  and  the  objects  proposed  in  an  agricultural 
education  so  distinct  from  our  own.  But  it  may  be  remarked  that  Liebig  has 
taken  the  ground  very  strenuously  in  favor  of  a  connexion  with  the  universities, 
and  that  a  majority  of  the  agriculturists  adopt  that  view,  or  take  a  middle 
ground,  that  the  location  should  be  in  the  immediate  vicinity  of  some  established 
university,  partly  as  a  means  of  bringing  the  students  under  university  laws, 
and  partly  as  a  means  of  giving  the  professors  a  higher  position  in  the  estima- 
tion of  their  pupils,  and  of  availing  themselves  of  the  advantages  of  the  collec- 
tions, libraries,  &c.,  which  a  university  can  offer,  as  well  as  of  the  talent  of 
university  professors." 

2.  Where  a  State  has  no  such  university,  but  controls  one  or  more  of  lesser 
magnitude,  it  should  so  direct  its  endowment  and  other  means  as  to  make  them 
an  integral  part  of  the  industrial  college.      The  great  expense  of  properly 
establishing  it  has  been  fully  considered  in  a  general  way,  and  referred  to  more 
in  detail  by  Professor  Owen.     It  will  demand  all  the  educational  means  of  this 
kind  that  can  be  directed  to  its  support  to  make  it  what  it  should  be.     So  far 


24 

from  dividing  the  fund  arising  from  the  congressional  grant,  it  should  not  only 
be  held  together,  but  increased  in  every  possible  way.  The  industrial  colleges 
must,  at  once,  assume  the  highest  rank  as  educational  institutions,  or  they  will, 
prove  most  expensive  failures. 

3.  I  cannot  better  conclude  this  Part  than  in  the  closing  remarks  of  Mr. 
Flint,  on  the  responsibility  that  now  devolves  on  those  whose  duty  it  shall  be  to 
establish  the  industrial  colleges : 

"  The  work  of  deciding  this  question  satisfactorily,  and  of  carrying  into 
operation  a  scheme  of  such  magnitude  as  that  now  proposed  in  most  of  the  loyal 
States  of  the  Union,  is  one  of  great  difficulty  and  responsibility,  and  one  in 
which  the  parties  on  whom  the  responsibility  rests  will  need  the  confidence,  the 
forbearance,  and  the  cordial  co-operation  of  the  people.  It  will  require  caution, 
judgment,  and  practical  wisdom  on  the  one  hand,  and  a  candid  appreciation  of 
the  difficulties  and  the  entertainment  of  reasonable  expectations  on  the  other. 
It  will  require  faith  in  the  application  of  science  to  the  improvement  of  practice. 
We  know  that  it  has  elevated  other  arts,  improved  the  appliances  of  labor,  and 
cheapened  the  production  of  the  necessaries  of  life.  Why  should  it  not  lead, 
within  a  reasonable  time,  to  more  enlightened  processes  of  form- work,  bring 
rnind  and  thought  to  bear  upon  the  labors  of  the  hand,  and  infuse  new  spirit 
into  the  whole  farming  community." 

PART  III. 

[The  article  which  follows,  on  the  museum,  the  plan  and  arrangement  of 
the  college  building,  &c.,  has  been  prepared  by  Professor  Richard  Owen,  of 
Indiana  State  University.  To  no  one  more  competent  could  it  have  been  com- 
mitted. It  will  assist,  very  much,  the  several  States  in  determining  the  details 
of  their  industrial  colleges,  arid  their  necessary  endowment.  This  article  has  in 
view  an  industrial  college  of  the  first  magnitude,  but  from  it  can  readily  be 
devised  one  of  lesser  greatness,  or  of  a  less  cost,  where  free  tuition  is  not  contem- 
plated. The  particular  subjects  treated  of  are  mentioned  in  the  beginning 
of  his  article,  and  his  concluding  remarks  on  the  necessity  of  giving  instruc- 
tion through  the  eye  is,  in  a  most  special  manner,  commended  to  the  reader's 
attention.] 

AN   INDUSTRIAL  COLLEGE. 

BY   PROFESSOR    RICHARD   OWEN,    OF    INDIANA   STATE    UNIVERSITY. 

Details  of  the  museum,  or  school  of  illustration,  and  other  collateral  subjects  connected  with  State 
agricultural  colleges  and  normal  schools. 

INTRODUCTION. 

It  is  proposed,  first,  to  give  a  few  details  regarding  the  model  farm;  then, 
concerning  the  model  garden;  next,  to  describe  the  general  plan  for  the  build- 
ings ;  afterwards,  to  discuss  each  department  of  education  somewhat  more  in 
detail,  including  the  adjuncts  or  aids  to  instruction ;  then,  to  offer  a  schedule 
apportioning  the  duties  and  salaries  among  the  professors  and  assistants  ;  and 
finally  to  exhibit  an  approximate  estimate  of  the  entire  cost  of  the  buildings, 
illustrative  adjuncts,  &c.,  showing  the  amount  to  be  raised  by  the  State, 
and  also  the  disposition  of  the  annual  income,  based  upon  the  gift  of  land, 
which  Indiana  would  receive  from  the  general  government,  if  our  legislators 
agree  on  fulfilling  the  conditions.  The  various  estimates,  &c.,  can,  from  these, 
if  correct,  be  readily  modified  for  larger  or  smaller  States.  A  few  closing  re- 
marks are  added  on  educating  the  eye,  as  the  best  means  of  obtaining  knowledge, 
also  some  advice  suggested  as  to  the  direction  which  should  be  given  to  the 
student's  energies,  when  he  is  entering  on  the  duties  of  life. 


25 

I.    PLAN   FOR  THE  GROUNDS.* 

Let  the  model  farm  (including  the  central  garden)  comprise,  if  practicable, 
exactly  one  hundred  acres,  (or,  if  desired,  one  hundred  and  forty,  with  wood- 
land,) and  be  of  a  regular  shape.  Let  a  rectangle,  fifty  rods  from  east  to  west, 
by  thirty-two  rods  north  and  south,  be  laid  out  centrally  in  that  farm.  That 
space,  comprising  ten  acres,  is  designed  for  the  model  garden  and  the  college 
buildings.  The  size  accustoms  the  eye  to  those  areas.  Let  the  remainder  of  the 
ground,  ninety  acres,  be  divided  into  nine  fields,  some  of  symmetrical  and  geo- 
metrical forms,  others  of  irregular  shape,  but  all  comprising  exactly  ten  acres. 
These  fields  will  serve  for  practice  in  land  surveying,  and  will  facilitate  the 
adoption  of  a  proper  rotation  of  crops,  beginning,  perhaps,  somewhat  thus: 
The  garden  being  No.  1,  we  may  put  grass  to  be  cut  (say  timothy  or  red-top) 
in  No.  2,  on  the  northwest;  blue-grass,  north  of  the  garden,  for  a  drill-ground, 
or  for  professors'  houses,  in  No.  3 ;  clover,  for  the  first  year,  in  the  northeast, 
making  No.  4;  wheat  may  be  in  No.  5  ;  barley,  rye,  or  oats  in  No.  6;  corn  in 
No.  7;  flax,  hemp, cotton,  or  tobacco  in  No.  §,  a  root  crop  in  No.  9.  An  orchard, 
No.  10,  with  osage  hedges,  in  labyrinthian  form  if  preferred,  may,  by  being  placed 
on  the  west,  besides  subserving  the  purposes  of  instruction  in  their  cultivation, 
somewhat  serve  also  to  shelter  the  buildings  from  cold  westerly  winds. 

The  corn,  another  year,  might  follow  the  root  crop,  the  wheat  the  clover,  and 
the  meadow  be  broken  up  occasionally,  and  another  laid  down.  Sometimes  the 
rye  might  be  pastured,  sometimes  cut  for  grain  to  mix  with  breadstuffs,  using 
the  straw  for  thatching  hay-stacks;  or  sometimes,  if  the  field  seems  to  lack  or- 
ganic nourishment,  the  rye,  when  of  sufficient  height,  may  be  ploughed  in  as  a 
green  manure. 

II.    THE  MODEL  GARDEN. 

If  this  is  fifty  rods  by  thirty-two,  or  eight  hundred  and  twenty-five  feet  by 
five  hundred  and  twenty-eight,  making  exactly  ten  acres,  the  fences  should  be 
so  constructed  as  to  educate  the  eye ;  if  worm  fences,  two  panels  should  make 
exactly  one  rod ;  if  post  and  rail,  or  plank,  the  posts  should  be  exactly  one  rod, 
or  eight  feet  three  inches,  apart  from  centre  to  centre.  At  forty  rods  from  either 
end  of  the  long  side  might  be  a  post  higher  than  the  others,  to  catch  the  eye 
and  practice  it  in  estimating  distances ;  so  of  one  hundred  yards,  one  hundred 
feet,  fifty  feet,  &c.  For  a  similar  reason,  two  pieces  of  ground  may  be  laid  off, 
so  as  to  show  the  difference  between  two  acres  square  and  two  square  acres,  or 
two  rods  square  and  two  square  rods  or  poles. 

The  students,  aided  by  the  mathematical  professors,  might  lay  off  the  above 
parallelogram  of  ground  as  a  geographical  garden,  on  a  plan  which  I  first 
recommended  in  a  communication  to  the  May  number  of  the  Tennessee  Farmer 
and  Gardener,  Nashville,  1 856,  afterwards  reprinted  in  my  appendix  to  "Key 
to  the  Geology  of  the  Globe,"  published  early  in  1858.  By  laying  the  garden 
off"  on  the  plan  of  Mercator's  Projection,  and  making  the  prime  meridian  pass 
through  Behring's  straits,  the  buildings  can  occupy  the  central  vacancy  in  the 
Pacific  ocean,  while  each  seed  sown,  and  shrub  or  bulb  plant,  may  be  made  to 
grow  on  such  representative  spot  in  the  garden  as  it  occupied  in  its  native  soil. 
It  is  almost  needless  to  mention  that  in  this  garden  should  be  cultivated  all  the 
useful  and  ornamental  flowers  and  fruits. 

The  prime  meridian  may  be  made  also  to  pass  exactly  through  the  centre  of 
the  observatory  on  the  top ;  and  the  long  twenty-four-inch  wall,  to  be  hereafter 


*  To  facilitate  the  understanding  of  these  and  subjoined  details,  a  few  ground-plans  would 
have  very  much  aided  ;  but  perhaps  the  verbal  description  may  suffice  for  comparison  with 
other  plans  and  communications  as  they  come  in,  until  more  minute  working  details  are 
required. 


26 

described  as  running  longitudinally  from  east  to  west  through  the  building,  may 
have  the  middle  of  its  foundation  exactly  on  the  representative  of  the  equator. 
Observations  may  be  made  from  the  observatory,  and  the  angles  of  bearing 
taken  to  any  given  part  of  the  earth,  as  thus  laid  down.  It  may  perhaps  be 
permitted  to  remark,  that  the  line  of  the  prime  meridian  being  arbitrary,  some 
counting  from  the  Greenwich  observatory,  some  from  the  observatory  at  Wash- 
ington, others  from  Paris,  &c.,  there  would  be  an  advantage  in  using  maps  and 
globes,  if  all  counted  the  180°  east  and  west  from  the  same  starting-point  or 
line.  A  great  circle  of  the  earth  passing  through  Behring's  straits  passes  also 
close  to  Mont  Blanc,  the  highest  portion  of  Europe,  and  through  or  close  to  the 
island  of  St.  Thomas,  on  the  coast  of  Africa,  about  the  spot  where  the  magnetic 
and  terrestrial  equators  intersect  and  coincide.  This  line  also  nearly  represents 
the  greatest  north  and  south  elongation  of  Europe  and  Africa.  Another  great 
circle,  exactly  90  degrees  from  this  prime  meridian,  passes  through  Asia  and 
America  at  or  near  their  greatest  north  and  south  elongation,  as  well  as  near 
the  greatest  elevation  of  land  in  both  continents.  These  straits,  therefore,  seem 
to  have  strong  claims  upon  us  for  the  prime  meridiancy.  Other  and  even  more 
important  reasons  that  might  be  assigned  would  occupy  too  much  space  for  this 
communication. 

III.    THE  BUILDINGS. 

These  might,  perhaps,  most  conveniently  consist  of  one  large  central  building 
and  one  smaller,  to  connect,  if  desired,  by  a  covered  way  with  the  main  building 
on  its  southeast  corner. 

Externally  the  central  building  might  be  similar  to  the  Indiana  State  Uni- 
versity, which  presents  a  good  architectural  effect — a  large  body,  entered  by 
two  porticoes  and  broad  stairways,  in  a  contracted  appendage  to  the  main  body, 
which  again  expands  into  two  wings,  each  stairway  leading  into  the  centre  as 
well  as  into  the  rooms  of  one  wing.  That  building  cost  about  $30,000.  It  is 
of  brick,  with  massive  stone,  foundation,  stone  corners  to  all  the  outside  walls, 
also  stone  sills  and  lintels  to  doors  and  windows,  seventy  by  fifty-five  feet  in 
the  main  body,  and  about  forty  feet  high,  twelve-feet  passages  for  stairways, 
wings  thirty-six  by  twenty-five  feet,  and  thirty-four  feet  high. 

For  the  purposes  designed  to  be  attained  in  the  agricultural  college  and 
normal  school,  the  main  body  should  be  somewhat  larger  than  that  of  the  build- 
ing just  described;  say  as  much  as  eighty  feet  long  by  sixty  broad,  exclusive 
of  walls,  and  about  forty-six  feet  high,  exclusive  of  observatory;  while  the 
wings  might  be  the  same  as  in  the  university,  thirty-six  by  twenty-five  in  the 
clear,  but  thirty-eight  feet  high. 

Not  far  from  the  southwest  corner  might  be  wood  and  coal  shelters  and  other 
out-buildings,  some  of  which  might  be  in  pavilion  form.  Longitudinally  from 
east  to  west  through  the  main  body,  but  not  the  wings,  should  run  a  two-foot 
wall,  (viz:  two  bricks  and  a  half  thick,  which,  with  mortar,  would  occupy 
nearly  twenty-four  inches ;  leaving,  by  the  omission  of  the  middle  half  brick, 
about  five  inches  for  the  hot-air  flues  and  the  cold-air  ventilation  flues.)  The 
former  should  communicate  with  a  cellar  of  sufficient  size,  under  the  northeast 
quarter  of  the  centre  building,  where  also  means  may  be  devised  for  keeping 
the  plants,  alluded  to  hereafter,  at  a  sufficient  temperature.  In  this  cellar  should 
be  large  furnaces,  heated  by  coal  or  wood,  to  distribute,  through  this  central 
wall,  heat  to  the  fire-rooms  in  the  main  body,  and  perhaps  by  cross  walls,  even 
to  the  wings  ;  otherwise  they  may  be-  heated  by  stoves  in  the  usual  manner. 
In  the  large  central  rooms  there  should  be  registers  to  admit  or  shut  off  at 
option  the  hot  air;  and  others,  communicating  with  the  cold-air  flues,  to  permit 
the  escape  of  hot  or  vitiated  air.  A  similar  arrangement  should  ventilate  every 
room  occupied  in  all  the  buildings.  If  steam  be  deemed  a  better  mode  of  heat- 


27 

ing,  a  steam-engine  and  boilers  can  be  placed  on  the  southwest  corner,  with  the 
out-buildings,  and  pipes  be  laid  to  convey  to  each  apartment  steam  to  keep  up 
an  artificial  warmth  in  winter  of  about  60°  to  65°  Fahrenheit,  on  a  plan  similar 
to  that  adopted  at  the  Nashville  University,  and  constructed  for  the  buildings  of 
their  literary  department  by  Mr.  Miles  Greenwood,  of  Cincinnati. 

The  plan  of  a  centre  wall,  dividing  the  main  body  into  rooms  80  feet  long  by 
30  feet  wide,  enables  us  to  secure,  however,  two  other  advantages,  viz :  much 
light  from  the  outside  walls,  which  is  greatly  wanted  for  examining,  and  much 
room  for  depositing,  specimens  of  every  size  and  shape.  Against  this  centre 
wall  are  to  be  raised,  on  heavy  trestlework,  or  on  an  iron  frame,  three  terraces, 
making,  with  the  cases  on  the  level  of  the  floor,  four  ranges  in  each  room  of  the 
museum  proper ;  each  terrace  to  have  a  walk  of  four  feet  wide  in  front  of  the 
three  upper  cases,  which  occupy  two  feet  in  width — consequently,  eighteen  feet 
for  the  three  upper  terraces,  and  two  feet  for  the  lower  cases,  thus  leaving  ten 
feet  for  a  passage  next  to  the  windows,  beneath  which  might  be  deposited  a  few 
large  specimens,  such  as  could  not  enter  the  cases,  yet  should  occupy  a  position 
opposite  their  appropriate  places  in  the  terraces.  The  ascent  from  the  floor  to 
the  terraces  may  be  made  by  light  cast-iron  steps  and  balustrade.  The  total 
height  of  room  from  the  floor,  provided  we  make  the  cases  six  feet  high,  even 
if  we  drop  the  four-foot  walks  one  foot  below  the  back  of  their  anterior  cases, 
would  necessarily  be  four  times  five,  or  twenty  feet  to  the  ceiling.  The  glass 
doors  of  the  cases  should  slide  on  iron-rollers.  The  rooms  in  the  east  wing  are 
designed  chiefly  for  lecture-rooms ;  those  in  the  west  are  to  contain  some  of  the 
adjuncts,  and  serve  as  working  rooms  for  the  respective  departments. 

A.  South  side  of  the  building. — To  obtain  the  necessary  height  for  rooms 
having  four  tiers  of  cases,  it  is  necessary  to  have  only  two  stories  on  one  side 
of  the  building. 

a.  First  story — the  geological  cabinet. — This  is  designed  to  exhibit,  in  accord- 
ance with  Professor  Dana's  text-book — the  best  yet  offered  to  the  public — illus- 
trative specimens  of  the  azoic  period  in  the  first  row  of  cases,  the  paleozoic 
fossils  in  the  second  row  of  cases,  (on  the  first  terrace,)  the  mesozoic  in  the 
third  row  of  cases,  the  ccnozoic  in  the  fourth  row. 

In  the  first  range  of  cases,  when  arranging  the  most  characteristic  azoic  rocks, 
we  should  begin  on  the  lowest  shelf  of  the  left  case,  with  the  oldest  granite  or 
plutonic  series,  closing  that  case  on  the  right  upper  shelf  with  the  plutonic 
porphyries,  which  form  an  easy  transition  to  the  second  case.  Here  we  arrange 
the  ancient  volcanic  rocks,  in  the  third  case  the  recent  volcanic,  and  in  the  fourth 
case  the  metamorphic  rocks. 

In  occupying  the  second  tier,  or  range  of  cases,  with  paleozoic  fossils,  we 
commence  on  the  left  with  the  lower  silurian  fossils,  and  finish  on  the  right  with 
the  permian. 

In  the  third  range  of  cases  we  place  the  fossils  from  the  triassic  to  the  cretaceous 
formations,  inclusive. 

In  the  fourth  range  of  cases  would  be  found  the  tertiary  and  quaternary 
fossils,  from  the  lowest  eocene  tertiary  on  the  left,  such  as  we  find  at  Vicksburg, 
to  the  remains  found  in  the  quaternary  deposits  of  the  Ohio,  Mississippi,  &c., 
as  the  megalonyx,  and  the  shells  in  the  marl,  equivalent  to  the  loess  of  the 
Rhine,  such  as  those  found  at  Vicksburg,  superposed  just  over  the  tertiary. 
The  latest  quaternary  closes  the  series  on  the  extreme  upper  shelf  of  the  last 
right-hand  case,  as  viewed  when  facing  the  collection. 

If  a  mineralogical  cabinet  is  to  be  arranged  here,  as  well  as  one  in  the  room 
adjoining  the  laboratory,  there  would  probably  be  room  for  a  tolerably  full  suite 
of  specimens  on  the  right  of  the  azoic  rocks,  and  these  mineralogical  constituents 
of  rocks  should  be  arranged  according  to  Dana's  manual  on  mineralogy,  which 
is  also  the  best  text- book  on  that  subject. 

It  may  not  be  amiss  here  to  remark,  with  regard  to  all  collections,  that  their 


28 

vast  extent  and  variety  is  not  so  important,  as  that  they  should  be  characteristic, 
as,  for  instance,  offering  the  typical  characters  of  the  genera  among  fossils  and 
animals,  and  a  few  well-marked  types,  in  each  natural  order,  among  plants. 

b.  Second  story — the  zoological  collection. — In  this  story  are  arranged  all  the 
animals,  from  the  protozoa,  the  least  highly  organized,  embracing  sponges  and 
foraminifers,  to  the  most  highly  developed  mammal,  man.  The  best  authors 
dividing  them,  according  to  their  nervous  system,  into  four  great  departments,  we 
would  have,  in  the  cases  resting  on  the  floor,  all  the  radiated  animals  ;  in  the 
second  row  of  cases,  the  mollusks ;  in  the  third,  the  articulates  ;  in  the  fourth, 
the  vertebrates. 

Not  to  occupy  too  much  space  with  details,  I  will  remark  that  each  depart- 
ment would  have  its  lowest  class  in  the  left-hand  case  or  cases,  and  these  again 
the  lowest  orders  on  the  lowest  shelves,  beginning  with  the  least  highly  organized 
genera  on  the  extreme  left  of  each  shelf. 

To  aid  the  eye  in  learning  the  subdivisions,  different  colored  cards  could  be 
used,  placed  in  little  blocks  of  wood,  a  few  inches  long  by  one  and  a  half  wide 
at  base,  and  one  high.  The  groove  for  insertion  of  the  card  is  made  by  running 
a  sash-saw  a  few  times  to  and  fro,  until  we  have  sawed  about  half  way  down. 
To  denote  subdivision  into  classes  we  may  use  large  blue  cards  with  the  names 
in  large  capitals,  (as  CLASS  I:  CEPHALOPODA;)  the  orders  on  smaller 
yellow  cards,  with  names  in  small  capitals,  (as  ORDER  ii:  TETRABRAIVCHIATA  ;) 
tribes  or  families  on  red  cards  in  italics,  (as  Family  I:  Nautilida ;)  while 
genera  may  be  marked  on  white*  cards,  (as  Genus:  Nautilus,)  and  the  specific 
name,  preceded  by  the  generic,  written  on  strong  white  paper,  (as  Nautilus 
pompiHus.)  Small  specimens  should  be  in  small  flaring  pasteboard  boxes. 
When  a  shelf,  perhaps  four  feet  long  and  two  feet  wide,  is  to  hold  a  number  of 
small  specimens,  in  any  department,  it  is  convenient  to  have  two  sections  made, 
each  half  as  long  as  the  case,  to  slide  on  to  the  shelf,  the  section  consisting  of 
three  or  four  miniature  shelves  in  terrace-form,  each  about  three  inches  high  and 
four  inches  wide.  • 

I  have  been  thus  particular  in  the  details  of  these  departments  only  because 
I  am  most  familiar  with  them,  believing  many  of  the  suggestions  are  applicable 
to  other  branches  with  which  I  am  less  acquainted.  In  rooms  intended  for  the 
reception  and  examination  of  small  objects,  the  windows  should  be  very  high, 
and  as  near  together  as  may  be  permitted  without  weakening  the  outer  walls  ; 
perhaps  a  cast-iron  front  would  permit  the  most  light  to  be  obtained.  The  win- 
dows should  be  counterpoised,  and  made  to  let  down  from  the  top,  if  necessary, 
with  a  cord  passing  under  or  over  a  pulley. 

B.  North  side  of  the  building. — This  may  be  divided  into  three  stories,  and 
have  a  middle  wall  running  north  and  south  from  the  long  longitudinal  wall, 
thus  affording  at  the  summit  of  their  junction  a  firm  foundation  to  receive  a 
granite  block  for  the  bed-plate  of  the  telescope  appertaining  to  the  observatory 
on  the  roof.  This  cross  wall  divides  each  of  the  eighty  feet  long  rooms  into 
two,  of  about  forty  feet  by  thirty. 

a.  Lowest  or  first  story. — The  west  half  is  to  be  filled  with  agricultural  im- 
plements and  models,  all  of  the  most  approved  form  and  useful  kind.  This 
room  should  contain,  as  already  remarked,  a  sample  of  all  that  we  would  find 
in  a  first-class  agricultural  warehouse.  Probably  it  would  be  best  to  have  this 
room  terraced  also.  All  the  measures  of  capacity  deposited  here,  such  as  half- 
bushels  down  to  pint  measures,  should  have  the  cubical  contents  in  square 
inches  legibly  marked  on  them,  so  as,  through  the  eye,  to  impress  those  num- 
bers without  any  great  mental  effort.  The  east  half  of  this  story  is  devoted  to 
plants,  which,  in  some  instances,  might  be  allowed  to  grow  from  the  soil  and 
pass  through  openings  in  the  floor,  but  would  chiefly  be  arranged  in  flower-pots 
on  terraces,  similar  to  those  recommended  for  zoology.  Thus  the  Cryptogamia 
would  be  lowest,  Thallogens  on  the  left,  with  Protophytes  and  Fuci  on  the  lowest 


29 

• 

shelves;  Acrogens  on  the  right,  having  the  Lycopodiacese  and  Marsileacese  on 
the  highest  shelves.  The  Monocotyledonous  plants  would  occupy  the  next 
elevation,  or  second  range  of  cases;  the  Gymnosperm  Dicotyledons  the  third 
range,  and  the  Anjiospcrm  Dicotyledons  the  fourth  or  last ;  if  too  numerous  for 
this  range,  then  the  last  might  encroach  on  the  right  of  the  Gymnosperms  or 
Coniferse,  in  range  of  cases  just  below,  viz.,  the  third. 

1).  Middle  or  second  story. — The  west  half  is  the  music-room,  with  a  portion 
of  the  wall  painted  in  white  staves  on  a  black  ground ;  also  with  a  monochord, 
for  estimating  vibrations  and  explaining  the  principles  of  the  scale  ;  a  metronome, 
so  that  time  may  be  definite,  not  arbitrary ;  tuning-forks,  pendulums  of  two  dif- 
ferent lengths,  one  to  vibrate  common  time,  the  other  quick  time,  for  drilling 
young  drummers,  in  connexion  with  the  military  organization.  Here,  too,  if  an 
instrumental  band  could  be  formed,  they  would  practice  and  give  occasional 
concerts.  In  the  east  half  is  the  drawing-room;  it  should  have  numerous  plaster 
figures,  besides  models  of  ears,  eyes,  noses,  arms,  &c.,  also  blocks  of  every  size 
and  shape,  comprising  the  geometrical  solids.  This  room  should  be  so  arranged 
as  to  admit  the  light  from  the  upper  part  of  the  windows ;  and  as  perspective 
should  be  taught,  there  ought  to  be  here  the  usual  illustrative  apparatus,  con- 
sisting of  threads  passing  through  apertures  in  a  pane  of  glass,  to  exhibit  the 
principles  upon  which  the  art  is  based,  besides  having  them  theoretically  ex- 
plained in  their  geometrical  studies. 

c.  Upper  or  tJiird  story. — In  the  west  half  we  might  have  languages,  and 
suspend  all  around  the  walls  instructive  diagrams  for  general  and  special  history, 
also  outline  and  Bother  maps  for  ancient  and  modern  geography,  tabular  views, 
exhibiting  analogous  parts  of  language  or  exceptions,  typical  form  of  declen- 
sions, conjugations,  £c.;  rules  for  gender,  in  French  and  German,  &c.,  should 
also  be  numerously  and  conspicuously  displayed.  In  the  east  half  we  place  the 
department  of  mathematics,  and  connect  with  it  all  branches  of  natural  phi- 
losophy, except  such  as  might  more  appropriately  be  taught  in  the  laboratory. 
The  mathematical  course  should  embrace  algebra,  geometry,  plain  and  spherical 
trigonometry,  mensuration,  surveying,  and  navigation;  descriptive  geometry, 
shades  and  shadows,  mechanics,  optics,  acoustics,  and  astronomy ;  also  meteorol- 
ogy. By  being  in  the  third  story  the  professors  and  students  are  nearer  to  the 
observatory,  and  to  the  meteorological  instruments,  for  daily  note  and  record  of 
changes. 

(J.  A  separate  building  southeast  of  the  main  building. — This  structure  might 
probably  be  90  by  65  feet,  of  two  stories. 

a.  First  story  — The  laboratory  for  lectures,  &c. — This  room  should  occupy 
50  of  the  80  feet  in  length,  and  be  arranged  with  the  necessary  furnaces,  raised 
benches  for  lectures,  tables  along  the  sides  for  students  to  work  at  in  analyses, 
&c.  The  remaining  30  by  65  feet  are  to  be  used  for  blowpipe  analyses  of 
minerals,  for  experiments  in  electricity  and  magnetism,  in  all  their  modified 
forms;  consequently  there  would  be  cases  round  the  room  for  a  good  suite  of 
minerals,  (the  main  mineralogical  collection  being  in  the  geological  room,)  both 
arranged  from  carbon  to  gold,  according  to  Professor  Dana's  text-book ;  besides 
a  shelf  or  two  to  exhibit  them,  arranged  according  to  their  crystals,  others  to 
illustrate  relative  hardness,  color,  transparency,  &c.  One  or  other  of  these 
cabinets  should  also  have  models  of  primary  and  secondary  crystalline  forms,  a 
goniometer,  and  other  adjuncts  to  mineralogy.  Other  cases  could  have  the 
apparatus  connected  with  electricity  and  magnetism  in  all  their  modifications. 
This  apparatus  could  be  readily  taken  into  the  adjoining  lecture-room  when 
wanted.  The  magic-lantern  would  probably  be  more  appropriately  placed  here 
than  elsewhere,  so  as  to  use  it  in  connexion  with  the  oxy-hydrogen  blowpipe. 
If  the  professor  of  drawing  could  readily  paint  slides  for  it,  the  magic-lantern 
could  be  made  an  endless  source  of  instruction  in  all  departments. 

In  one  corner  should  be  a  balance-room,  at  least  6  by  10  feet,  for  all  weighing 


30 

connected  with  analysis,  as  the  delicate  balances  employed  otherwise  soon  be- 
come worthless,  from  the  sharp  knife-edge  supports  rusting,  if  exposed  to  acid 
fumes  and  corrosive  gases. 

I  may  here  mention  that  the  microscope  would  be  in  no  particular  department, 
but  in  many.  The  mathematical  department  should  have  one  to  explain  its 
principles  and  construction;  the  botanical,  to  examine  plants,  sections  of  wood, 
and  the  like ;  the  zoological,  to  investigate  bone,  muscle,  circulation  of  blood, 
make  embryological  researches,  &c.;  the  chemist,  a  microscope  of  the  form  best 
adapted  to  determine  some  points  in  qualitative  analysis,  as  distinguishing  crys- 
tals of  potash  from  those  of  soda  in  a  minute  portion,  while  solidifying,  &c. 

b.  Second  story. — This,  which  will  be  ascended  by  a  broad  flight  of  steps 
from  the  outside,  is  designed  as  the  chapel ;  also  for  commencement  or  similar 
exercises.  It  occupies  70  feet  of  the  entire  90  in  length,  and  the  full  65  in 
width,  leaving  a  room  20  by  65  feet  for  a  library,  and  also  for  lectures  or  recita- 
tions in  religion  and  moral  philosophy.  Or,  if  thought  best  and  means  permit, 
the  whole  building  might  be  made  larger,  so  as  to  give  more  room  for  the  library. 
The  pulpit  should  be  in  the  middle  of  one  of  the  longer  sides.  The  heating 
may  be  by  flues  in  both  walls,  and  the  furnaces  be  in  the  cellar,  or  stoves  may 
be  used  if  preferred.  In  either  case,  there  should  be  ventilators,  with  movable 
register  plates,  similar  to  those  in  air-tight  stoves. 

JD.  A  Normal  School  building  might,  if  thought  advisable,  be  erected  in  the 
orchard,  and  be  constructed  of  such  size  and  shape  as  is  deemed  best;  but  the 
expense  of  buildings  might  be  lightened  by  having  the  superintendent  of  the 
normal  school  occupy  the  lecture-room  next  to  the  drawing-room  of  the  main 
building,  and  when  necessary,  also  the  room  adjoining  the  musical  department. 
In  one  of  these  he  could  lecture  and  hear  lectures  from  those  qualifying  them- 
selves as  teachers,  while  they  would  then  be  close  to  all  the  lecturers,  on  other 
branches,  whose  course  the  superintendent  might  designate  them  to  attend. 
Almost  all  the  instruction  would  be  conveyed  by  the  lectures  of  these  other  pro- 
fessors, except  the  must  difficult,  and,  for  them,  the  most  important,  the  art  of 
communicating  knowledge ;  this  it  would  be  the  special  province  of  the  superin- 
tendent to  inculcate.  This  department  should  be  fitted  up  so  as  to  exhibit  the 
best  forms  yet  contrived  for  school  desks,  benches,  inkstands,  blackboards, 
arithmometers,  and  similar  articles  of  school  furniture  and  apparatus. 

IV.    THE    ADJUNCTS. 

Besides  the  main  collections,  minor  aids,  to  assist  the  professors  in  each 
department,  are  very  important.  Part  of  these  may  be,  sometimes,  most  con- 
veniently arranged  in  lecture  and  other  small  rooms,  adjoining  the  main  building. 
A  few  may  be  here  enumerated  : 

1.  For  the  Agricultural  Department  the  best  implements  and  machinery,  as 
already  mentioned — models  of  the  steam-engine,  water-wheels,  dams,  bridges, 
barns,  sugar-mills,  cotton  and  woollen  machinery,  &c.     It  should  have,  besides 
the  models  just  enumerated,  samples  of  all  that  would  be  found  in  a  good  agri- 
cultural warehouse. 

2.  The  Botanical  Department. — Besides  the  growing  plants,  there  should  be 
many  volumes,  in  elephant  folio,  of  dried  plants,  systematically  arranged ;  also, 
tin  boxes  and  screw-presses,  &c.,  to  enable  the  students  to  add  to  the  hortua 
siccus.     There  should  be  charts,  exhibiting  types  of  the  natural  orders,  and 
enumerating  some  of  the  most  striking  characteristics  in  each.     To  make  this 
complete,  we  might  have  on  the  farm  one  sample  of  every  important  forest  tree, 
either  in  fence  rows  or  on  a  spot  of  ground  designed  for  practical  instruction  in 
the  nursery  culture  of  fruit-trees,  ornamental  shrubs,  and  useful  forest  trees.    In 
the  museum  there  should  be  specimens  of  every  kind   of  wood,  at  least  all  the 
species  useful  in  the  arts.     These  specimens  may  be  nine  inches  long,  and  four 


31 

or  five  from  the  centre  to  the  bark  circumference,  so  that  by  selection  of  a  sec- 
tion from  a  tree  eight  or  nine  inches  in  diameter,  and  planing  one  side,  we  may 
exhibit  bark,  sap-wood,  heart-wood,  natural  grain  as  split,  and  grain  when 
smoothed  by  the  plane  or  polished  artificially.  All  the  different  kinds  of  seeds 
•constituting  what  we  usually  term  grain  should  be  exhibited  in  clear,  wide- 
mouthed  bottles ;  samples  of  all  the  roots  and  fruits  which  will  keep,  whether 
used  medicinally  or  for  food;  a  special  hortus  siccus  for  the  grasses,*  tame  and 
wild ;  the  seeds  of  them  separately,  in  bottles :  the  gums,  balsams,  resins,  &c. ; 
different  kinds  of  starch  food,  as  arrowroot,  sago,  tapioca ;  coloring  matter,  as 
madder,  woad,  gamboge ;  in  short,  most  of  the  vegetable  products  found  in  a 
city  apothecary's  and  druggist's  establishment  should  all  be  represented. 

3.  Zoological  Department. — In  addition  to  the  collection  enumerated,  part  of 
which  should  exhibit  the  osteology  of  as  many  vertebrates  as  practicable,  par- 
ticularly ^f  useful    domestic   animals,  there    should    be  a  large  aquarium,  or 
several  small  ones,  for  studying  the  habits  of  mollusks  and  other  animals,  jars 
of  alcohol  for  preserving  specimens,  a  dissecting-table,  knives,  and  other  facili- 
ties for  taxidermy.     Diagrams  exhibiting  the  general  classification,  in  one  con 
spectus,  of  the  four  departments  dependent  on  the  nervous  system  ;  also  synopsis 
of  each  minor  subdivision,  as  the  distinctions  forming  the  classes,  orders,  and 
genera,  based  on  variations  chiefly  in  the  circulatory,  respiratory,  and  digestive 
organs.     The  different  colored  cards,  to  aid  the  eye  in  readily  distinguishing  the 
classification,  have  already  been  recommended.     Diagrams  such  as  those  pub- 
lished by  Day  &  Son,  London,  giving  the  whole  animal  kingdom  according  to 
Patterson's  classification,  and  the  Extinct  Animals,  by  Waterhouse  Hawkins, 
from  the  same  publishing  house,  are  very  valuable.     The  lecturer  on  zoology 
might  also  lecture  on  anatomy,  physiology,  and  hygiene,  as  some  one  must  teach 
that  h'ghly  important  branch,  audit  connects  well  with  the  comparative  anatomy 
and  physiology  of  zoology.     He  should,  at  all  events,  have  large  illustrative 
plates,  such  as  those  of  Cutter,  or  those  published  by  Kelloggs  &  Comstock, 
Hartford,  Connecticut.     A  good  solar  microscope  would  al-so   be  valuable  in 
exhibiting  infusorial  and  other  animalcules  to  advantage. 

4.  Geological  Department. — There  should  be  in  one  of  the  smaller  rooms 
adjoining  the  geological  collection  a  large  table  especially  devoted  to  the  geology 
of  the  State  in.  which  the  college  is  located.     Thus,  in  Indiana  we  would  have 
a  table,  perhaps  16  feet  long  by  12  wide,  on  which  there  might  be  finely-worked 
stiff  clay  or  plaster  of  Paris,  laid  from  two  to  three  inches  thick,  diminishing  to 
one  inch  on  the  lower  side  of  the  dip  of  each  formation — consequently  in  Indiana 
on  the  southwest.     This  material  might  be  painted  different  colors — say  blue 
for  the  silurian,  (deep  for  the  lower,  light  for  the  upper,)  red  for  the  devonian, 
and  black  for  the  carboniferous  formation,  (a  lighter  shade  of  black  or  gray 
being  used  for  the  subcarboniferous.)     Upon  this  clay,  or  plaster,  the  specimens 
would  be  placed,  each  in  its  respective  county.     The  counties  could  be  de- 
signated by  having  their  names  pasted  on,  in  prominent  capital  letters.     By 
walking  around  the  table,  not  only  could  the  geography  of  the  State  be  impressed, 
but  a    correct  idea  of  the  geology  of   the  State  in  which  the  student  then 
resides  could  thus  be  obtained.     This  department  should  also  have  diagrams  of 
the  different  geological  periods,  maps  on  which  the  coal-fields  are,  laid  down 
with  India  ink,  models  explaining  upheaval  and  the  apparent  anomaly  that  the 

0  By  a  typographical  error  in  the  former  communication,  I  appeared  to  recommend  the 
keeping  of  grapes.  It  is  true  I  have  seen  grapes  which  kept  well  by  being  hung  in  bunches 
in  a  cellar,  but.  for  this  special  purpose,  I  was  recommending  a  good  assortment  of  all  the 
grasses  to  be  exhibited  to  the  student  for  his  instruction.  At  another  place,  in  speaking  of 
healthful  ditt,  it  was  recommended,  by  a  mispiint,  to  boil  meat,  wheieas  I  was  contending 
for  the  wholesomeness  of  broiled  meat,  the  boiliug  being  best,  not  when  the  meat  itself  is 
to  be  used,  but  when  the  nutritious  portions  are  extracted  by  boiling  and  found  in  the  water 
in  the  form  of  soup,  &c. 


32 

earliest  deposited  layers  come  frequently  to  form  the  highest  mountain-top  ;  also 
Professor  Hall's  excellent  geological  chart,  an  aneroid  barometer,  Locke's  levels, 
clinometer  compasses,  geological  hammers,  small  sacks  for  collecting  soils,  &c. 

5.  Department  of  Languages. — As  so  many  scientific  names  are  derived  from 
the  Greek  and  Latin,  it  is  very  desirable  that  they  should  be  studied  at  least 
long  enough  to  enable  us  to  trace  the  etymology  of  terms,  even  if  the  student 
cannot  take  a  full  classical  course.     I  will  here  give  a  simple  illustration:    A 
fossil  from  the  carboniferous   formation  of  St.  Louis,  .described  by  my  brother 
and  Dr.  J.  G.  Norwood,  is  called  macropetalichthys  rapheidolepis,  which  would 
be  hard  to  remember;  but  when  we  know  it  is  from  makros,  long ;  petalos,  flat ; 
ichthys,  a  fish  ;  raphe,  a  suture ;  eidos,  a  form  ;  and  lepis,  a  scale,  it  is  soon  as 
easily  remembered  as  long,  flat  fish  with  suture-formed  scales. 

As  regards  modern  languages,  I  am  fully  convinced,  from  many  years'  expe- 
rience, that  for  most  minds  success  in  their  study  can  be  best  secured,  and 
progress  be  most  rapid,  by  adopting  some  modification  of  the  Manesca,  Dufief, 
or  Ollendorf  system,  originally,  indeed,  due  to  Pestalozzi,  in  which  we  com- 
mence at  once  to  frame  short  sentences,  using  a  few  words  on  Avhich  we  ring 
all  the  changes,  and  only  bring  in  portions  of  grammar  by  degrees,  when  both 
teacher  and  .pupil  see  the  necessity  for  it,  and  the  latter  gratefully  receives  its 
aid,  instead  of  being  heartily  tired  out  with  a  long  string  of  rules,  usually  for- 
gotten before  their  practical  application  is  called  for.  Connected  with  this  de- 
partment should  by  all  means  be  many  charts  and  other  adjuncts,  such  as  Kie- 
port's  ancient  maps,  sold  by  Westermann,  New  York;  Strass'  Stream  of  Time, 
published  by  Colton,  New  York ;  besides  tabular  views  of  typical  forms  and 
verbs,  nouns,  &c.,  rules  for  genders,  and  the  like. 

6.  Mathematical  Department,  including  natural  philosophy,  meteorology,  and 
physical  geography, — For   these  the  adjuncts    would    be    numerous.      Large 
globes  and  maps,  giving  distribution  of  animals  and  plants,  rain,  &c.,  direction 
of  currents,  &c.,  barometers,  thermometers,  hygrometers,  rain-gauges  ;  diagrams, 
such  as  those  entered  by  Isaac  Harrington  and  publ:shed  by  Baker,  Crane  & 
Day,  Pearl  street,  New  York ;  all  solids  by  model,  and  geometrical  figures  by 
paintings  on  the  wall,  the  arithmometer,  the  camera  obscura,  abundant  mathe- 
matical instruments  for  architectural  drawing,  the  protractor,  a  quadrant,  sex- 
tant with  horizon,  sirene,  optical  instruments,  a  room  that  can  be  darkened  for 
optical  experiments,  and  a  model  such  as  could  easily  be  contrived  for  making  the 
principles  of  descriptive  geometry  intelligible  to  those  who  have  not  much  imagi- 
nation.    On  the  top  of  the  building,  as  already  stated,  an  observatory  is  to  be 
constructed.     The  means  could  be  readily  devised  for  suspending,  from  a  crane- 
like  rod  of  iron  on  the  roof,  a  pendulum,  far  enough  off  to  make  correct  obser- 
vations for  the  variation  of  the  compass.     An  awning  might  be  stretched  over 
part  of  the  flat  roof,  at  a  height  permitting  many  observations  to  be  made,  with- 
out the  dew  falling,  either  on  the  observer  when  using  the  theodolite,  or  on  the 
artificial  horizon  when  he  is  using  it  with  the  sextant.     I  will  here  further  sug- 
gest, that  there  might  be  a  stout  frame  of  wood,  or  iron,  covered  somewhat  like 
a  balloon,  but  with  stout  material ;  which  frame,  in  its  total,  should  represent 
somewhat  more  than  the  northern  hemisphere.     It  might  show  to  those  standing 
inside  the  apparent  position  of  the  prime  meridian,  the  ecliptic,  the  equator, 
(coinciding  with  the  height  of  the  eye,)  and  all  the  most  important  constella- 
tions or  assemblages  of  stars.     These  could  be  represented  on  the  inside  of  the 
oiled-silk  or  canvas  cover,  which  would  have  either  to  be  susceptible  of  removal, 
in  case  of  a  threatening  storm,  or  be  protected  by  some  movable  shelter  over  it. 
The  constellations,  either  painted,  or  the  stars  composing  them  indicated  by 
gold  or  silver  paper  glued  on,  might  be  made  to  represent  the  position  of  the 
heavens  at  the  time  the  observation  is  made,  by  having  this  hollow  celestial 
globe  to  pivot,  at  zenith  and  nadir,  on  a  strong  central  axis.     After  examining 
inside,  the  student  would  step  out  and  observe  the  extension  of  lines  continued 


33 

in  the  same  direction,  and  thus,  it  is  believed,  a  knowledge  of  the  constellations 
conld  be  readily  obtained,  a  correct  conception  of  the  zodiac  be  formed,  and  a 
familiarity  with  many  celestial  phenomena  be  acquired.  With  the  aid  of  good 
chronometers,  sextants,  theodolites,  &c.,  students  could  be  made  acquainted  with 
the  principles  and  practice  of  observing  for  latitude,  longitude,  variation,  dip, 
intensity,  and  other  phenomena. 

In  the  normal  school,  in  order  to  give  a  correct  idea  how  to  teadi  geography, 
it  is  recommended  that  the  students,  who  are  to  be  future  teachers,  should 
measure  the  garden,  and  lay  down  on  paper  a  ground-plan  of  the  same;  then 
measure  and  plot  the  farm ;  next,  the  township.  Then,  even  without  measuring, 
they  may,  from  the  county  surveyor's  field-notes,  make  a  map  of  the  county, 
marking  its  townships  and  its  county  seat ;  then  one  of  the  State,  giving  the  range 
lines  east  and  west  of  their  principal  meridians,  the  township  lines  north  and  south 
of  their  base,  also  all  the  county  seats  and  principal  rivers ;  next,  an  outline 
map  of  the  United  States,  giving  principal  rivers  and  mountains,  also  all  the 
State  capitals  ;  finally,  a  map  of  the  world,  with  the  lines  of  latitude,  longitude, 
the  equator,  tropical,  arctic,  and  antarctic  circles,  preceding  the  whole  by  a  full 
explanation  to  the  professor  how  a  hemisphere  can  be  represented  on  a  plane 
surface,  so  that  he  may  judge  of  the  correctness  of  their  ideas,  and  their  conse- 
quent ability  to  make  the  subject  clear  to  others. 

7.  Department  of  Chemistry. — Besides  having  all  the  purest  reagents  and  best 
modern  facilities  for  teaching  the  student  accurate  qualitative  and  quantitative 
analyses,  assaying,  &c.,  this  department  should  give  some  knowledge  of  practical 
arts,  such  as  soldering,  silvering,  gilding,  ink  and  soap  making,  dyeing,  and  the 
like,  at  least  so  far  as  to  make  the  student  understand  the  principles  thoroughly  ; 
and  it  should  also  render  familiar  the  taking  of  specific  gravities,  applied  to  solids, 
liquids,  and  gases,  also  the  gauging  of  contents,  in  vessels  of  different  shapes,  &c, 
All  the  substances  should  be  labelled  with  the  full  name,  and  give  the  composi- 
tion in  chemical  symbols.  Youman's  and  Foster's  charts  should  hang  constantly 
in  view.  Although  the  remark  does  not  apply  especially  to  the  laboratory,  I  may 
here  observe  that  everything  used  should,  as  far  as  practicable,  be  definite,  de- 
terminate in  size  and  shape,  to  convey  information,  chiefly  by  appealing  to  the 
eye.  For  instance,  on  the  upper  part  of  the  wall,  not  used  for  blackboard  pur- 
poses, might  be  diagrams,  suspended  or  painted  on  the  plastering,  to  represent 
one  hundred  square  inches,  ten  square  inches,  an  English  foot,  a  French  foot, 
a  French  metre  (Mf^  English  inches,)  a  tabular  comparison  of  French  and 
English  measures  and  weights;  also  of  Fahrenheit's,  Reaumur's,  and  the  Centi- 
grade thermometers  ;  synopses  of  some  important  chemical  bodies,  giving  in  dif- 
ferent columns,  1st,  the  name;  2dly,  the  symbol;  3dly,  the  atomic  weight; 
4thly,  the  specific  gravity;  5thly,  how  obtained;  Gthly,  how  distinguished; 
7thly,  for  what  used  ;  also  tables,  giving  the  apothecary's  hieroglyphics,  com- 
parison of  troy  and  avoirdupois  weights,  &c.  In  the  same  manner,  on  the 
upper  part  of  the  walls  in  the  mathematical  room,  might  be  painted  triangles, 
parallelograms,  &c.,  giving  briefly,  in  the  interior  space  of  the  figure,  the  rule 
for  calculating  its  area. 

V.    ESTIMATE    OF    EXPENSES. 

Many  merchants  spend  $50,000  in  building  and  furnishing  private  dwellings 
for  themselves  and  families.  Not  a  few  expend  $50,000  on  the  house,  and 
$50,000  on  the  furniture  and  the  appurtenances,  for  interior  and  exterior  orna- 
ment. It  would  appear,  then,  not  to  be  demanding  an  unreasonable  appropria- 
tion if  we  ask  double  that  sum  from  a  great  and  flourishing  State  for  the  facili- 
ties necessary  to  diffuse  knowledge,  spread  morality  and  true  religion,  educate 
the  soldiers' "orphans,  and  prevent  crime,  when  a  State  unhesitatingly  appro- 
priates those  or  larger  sums  for  the  erection  of  penitentiaries  to  punish  the 
3  B 


34 

crimes  which  might,  by  a  rational  and  generally  diffused  system  of  thoroughly 
training  the  body,  mind,  arid  morals  of  every  child  in  the  State,  be  almost  alto- 
gether prevented. 

On  the  plan  of  buildings  proposed,  I  sincerely  believe,  knowing  that  the 
Indiana  University  was  built  substantially,  and  after  the  rules  of  good  archi- 
tectural design,  for  $30,000,  that  $50,000  would  be  ample  to  erect  the  main 
building,  as  described  above,  and  850,000  more,  well  expended,  would  supply 
it  with  most  of  the  contents  enumerated.  The  chapel  and  laboratory  could  be 
built  for  $15,000;  and  $10,000  might  be  set  aside  for  out-houses,  dwellings  for 
head  gardener  and  head  farmer,  also  for  a  barn  and  stable,  viz :  $2,000  for  the 
two  dwelling-houses,  $1,000  for  the  out-buildings,  $4,000  for  a  barn,  and  $3,000 
for  stable  and  cow-house,  including  sheds  and  shelters  for  sheep,  hog-pens,  &c." 
Thus  $125,000  might  be  made  to  suffice;  but  it  would  be  much  better  if  the 
State  could  appropriate  $200,000  to  secure  the  following  advantages :  It  would 
be  very  desirable  to  have  the  farm  well  stocked,  and  to  have  the  means  of 
making  all  the  farm  repairs  on  the  premises,  without  encroaching  on  the  prin- 
cipal given  by  the  general  government.  As  every  citizen  in  the  State  is  to  be 
benefited,  lie  can  well  afford  to  tax  himself  once  pretty  heavily  for  this  purpose, 
while  even  then  it  is  less  than  20  cents  apiece  for  every  man,  woman,  and  child 
in  the  Stale  of  Indiana,  according  to  the  census  of  I860.  If  then  we  add 
$25,000  more  to  the  above  $125,000,  we  could  erect  wagon  and  blacksmith 
shops,  and  secure  all  necessary  adjuncts;  also  procure  the  best  stock  to  the 
extent  necessary  for  a  farm  of  the  size  designated. 

By  taking  $25,000  more,  we  could  erect  on  a  ten-acre  lot  ten  moderate-sized 
dwelling-houses,  not  very  distant  from  the  centre  building.  These  might  cost, 
each  $2,500,  fence  and  out-buildings  inclusive,  and  could  be  rented  to  such  pro- 
fessors as  had  families  for  6  per  cent,  on  the  cost — consequently,  $150  per  an- 
num— and  thus  bring  in  annually  $1,500,  which  might  form  an  addition  to  the 
fund  hereafter  mentioned  for  the  gratuitous  board  and  tuition  of  soldiers' 
and  sailors'  orphans.  These  amounts  and  expenditures  would,  in  case  of  a 
$200,000  appropriation,  still  leave  $25,000  for  a  contingent  fund  to  be  used, 
provided  some  of  the  above  estimates  are  too  low  ;  but  they  are  believed  ample, 
with  the  surplus  of  $25,000  ;  therefore,  I  would  suggest  that  a  farm  of  100 
acres  be  purchased  near  the  college,  at  a  cost  of,  perhaps,  $25  per  acre,  milking 
an  expenditure  not  to  exceed  $3,000 ;  further,  that  a  large,  plain,  frame  school- 
house  be  erected,  with  dormitories,  a  few  class-rooms,  a  mess-hall,  and  a  kitchen, 
to  cost  $4,000.  One  thousand  should  furnish  it  with  school  apparatus,  beds 
and  bedding,  chairs,  tables,  and  cooking  utensils,  leaving  $17,000  to  be  invested 
atG  per  cent.,  thus  to  bring  in  annually  about  $1,000.  This  farm  and  school 
to  be  for  children  of  the  State  rendered  orphans  by  the  war  ;  to  support  them 
chiefly  by  their  own  labor  ;  give  them  industrious  habits,  and  prepare  them  for 
the  more  extended  education  in  college.  Their  daily  duties  might  be,  8  hours 
labor,  4  study,  3  recreation,  1  for  meals,  leaving  8  for  sleep  ;  and  it  is  known, 
from  practical  experiments  made  by  Mr.  Fellenberg  in  Switzerland,  that,  after 
ten  years  of  age,  they  could  support  themselves.  The  county  commissioners 
could  defray  their  travelling  expenses  to  the  central  school  out  of  the  county 
funds.  The  chief  requisite  to  success  would  be  to  find  two  men  who  should 
direct  the  studies  and  labors  of  the  youths,  say  100  or  thereabout,  partly  in  con- 
sideration of  the  $1,000,  but  more  from  the  natural  benevolence  of  disposition, 
which  would  make  it  a  pleasure  to  be  the  companions  of  orphan  children.  The 
counties  sending  might  make  up  deficiencies  pro  rata. 

Having  thus  spoken  of  the  disposal  of  the  State  appropriation,  be  it  $100,000 
or  $^00,000,  we  proceed  to  show  how  far  the  grant  of  Congress,  which,  by  the 
provisions  of  the  act,  cannot  be  expended  in  buildings,  would  be  best  disposed 
of  to  meet  other  requirements.  The  amount  for  Indiana  is  390,000  acres  of 
land,  which,  at  a  low  estimate,  would  realize  $300,000,  and  might  readily  net 


35 

over  $400,000;  consequently,  even  after  expending  from  $8,000  (160  acres  of 
land  at  $50  per  acre)  to  $16,000  (160  acres  at  $100  per  acre)  for  land,  we  might 
still  safely  count  upon  an  annual  income  from  the  investmant,  funded  at  6  per 
cent.,  of  from  $18,000  to  $24, 000.  Let  us,  however,  base  our  calculations  on 
the  average,  $21,000,  and  expend  it  as  follows: 

For  fuel,  light,  repairs,  and  incidental  expenses $2,000 

For  salaries  of  professors,  assistants,  and  employes 19,000 

Total..  21,000 


The  salaries,  which  should  be  high  enough  to  secure  good  talents,  but  not  to 
encourage  excessive  disparity  in  remuneration,  might  be  thus  apportioned  : 

Superintendent  or  president  of  agricultural  college $2,000 

Superintendent  or  president  of  normal  school 1,500 

Professor  of  mathematics 1,500 

Professor  of  chemistry. 1,500 

Professor  of  ancient  languages 1,500 

Professor  of  natural  history 1,500 

Adjunct  professor  of  mathematics 1,000 

Adjunct  professor  of  chemistry 1,000 

Adjunct  professor  of  natural  history 1,000 

Professor  of  modern  languages 1,000 

Instructor  in  music 1,000 

Instructor  in  drawing 1,000 

Instructor  in  tactics  and  sword  exercise „ »  . . .  900 

Head  former,  a  house  and 700 

Head  gardener,  a  house  and 700 

Expert  farmer,  who  must  be  a  good  sheep-shearer 450 

Expert  farmer,  who  must  be  a  good  mower ""450 

Porteress,  who  may  be  the  wife  of  any  one  of  the  last  four  enumerated . .  300 

Total..                                                                                               ..  19,000 


If  the  funds  permitted,  it  would  be  very  desirable  to  have  a  taxidermist,  who 
could  keep  up  the  collection,  and  instruct  the  students  in  stuffing  and  setting 
up  animals. 

The  duties  of  the  above  corps  would  be  about  thus  divided  : 

Professors  and  assistants. 

1.  The  president  would  lecture  on  Sunday,  and  impart  religious  instruction, 
devoid  of  sectarian  bias  ;  lecture  on  sacred  history  and  moral  philosophy  ;  pre- 
side at  faculty  meetings,  and  have  a  general  care  of  the  welfare  of  the  agricul- 
tural college. 

2.  The  superintendent  of  normal  school  would,  as  remarked,  give  his    chief 
attention  to  have  the  normal  school  students  master  the  art  of  conveying  the 
most  useful  instruction  in  the  manner  best  calculated  to  make  it  impressive  and 
attractive,  and  to  facilitate  its  most  ready  acquisition. 

3.  The  professor  of  mithematics  would  lecture  on  or  teach  plain  and  spheri- 
cal trigonometry,  descriptive  geometry,  optics,  acoustics,  mechanics,  navigation, 
and  astronomy. 

The  adjunct  in  this  department  would  teach  algebra,  geometry,  bookkeep- 
ing, physical  geography,  and  use  of  globes,  surveying  and  meteorology. 

4.  The  professor  of  chemistry  would  lecture  on  heat,  light,  electricity,  and 
magnetism,  organic  and  agricultural  chemistry,  and  superintend  the  operations 
of  the  most  advanced  analytical  students. 


36 

The  adjunct  should  teach  inorganic  chemistry  and  the  use  of  the  blowpipe ; 
also  superintend  the  analytical  labors  of  less  advanced  students. 

5.  The  professor  of  natural  history  would  be   expected   to   teach    human 
anatomy  and  physiology,  comparative  anatomy  and  vegetable  physiology  ;  also 
geology  and  palaeontology,  and  perhaps  veterinary  surgery,  unless  the  funds 
permitted  the  employment  of  a  purgeon  to  superintend  the  health  of  the  estab- 
lishment, who  could  then  take  this  as  a  specialty. 

The  adjunct  professor  would  instruct  in  practical  botany,  zoology,  mineralogy, 
and  taxidermy. 

6.  The  professor  of  ancient  languages  would  teach  Greek  and  Latin,  in  con- 
nexion with  ancient  geography  and  mythology. 

The  assistant,  or  professor  of  modern  languages,  would  instruct,  such  as 
desired,  in  German,  French,  or  Spanish. 

7.  The  duties  of  the  instructors  in  music  and  drawing  have  been  already 
pretty  fully  discussed.     Were  not  economy  ar  object,  one  artist  could  be  kept 
fully  occupied  making  large  paintings  in  the  style  used  for  stage  scenery,  and 
in  lettering  large  diagrams  for  each  department. 

8.  The  instructor  of  tictics  should  form  a  class  of  the  most   capable,  and 
drill  them  thoroughly,  so  that  they  could  afterwards,  as  officers  and  non-com- 
missioned officers  in  the  corps  of  students,  aid  him  in  drilling  every  student  one 
hour  daily. 

Employes. 

9.  The  head  farmer  should  be  thoroughly  conversant  with  the  principles 
and  practice   of  ploughing  and  sowing  by  hand;  should  understand  keeping 
farm  accounts,  the   management  of  reapers,  mowers,   and  other  labor-saving 
machinery,  and  the  rotation  of  crops. 

10.  The  head  gardener  must  understand  the  cultivation  of  plants  in  a  hot- 
house and  green-house,  budding,  grafting,  and  pruning,  and  be  thoroughly  con- 
versant with  the  cultivation  of  the  ordinary  vegetables,  flowers,  and  fruits. 

11.  One  farm  hand  should  be  able  to  manage  stock  generally,  and  be  capa- 
ble of  showing  the  students  the  principles  and  practice  of  sheep-shearing.     The 
other  should  be  a  good  reaper,  mower,  and  cradler,  and  be  able  to  show  students 
how  to  grind  and  hang  a  scythe,  adjust  the  implement  to  his  height,  and  take 
a  clean  swath.     These  two  hands  labor  on  the  farm  in  summer;  in  winter  they 
attend  to  the  stock,  make  fires,  and  act  as  janitors  for  the  recitation-rooms. 

12.  The  porteress  busies  herself  chiefly  about  dusting  and   keeping  every- 
thing in  good  order  in  the  museum.     She  ought  also  to  attend  strangers  visiting 
the  college  who  desire  to  examine  the  museum  out  of  curiosity,  not  rendering  it 
necessary  to  disturb  a  professor  or  assistant,  unless  they  request  special  informa- 
tion.    The  room  next  the  agricultural  collection  might  be  assigned  to  the  por- 
teress, with  a  fire  to  make  visitors  comfortable  in  winter. 


VI. CONCLUDING    REMARKS. 

Being  fully  sensible  that  this  communication  has  extended  much  beyond  the 
simple  details  asked  for  regarding  a  museum,  I  feel  yet  so  fully  impressed  with 
the  vital  importance  of  the  subject  of  education,  and  with  the  feeling  that  not 
one  half  has  yet  been  said  which  rises  before  me  demanding  a  hearing,  that  I 
crave  indulgence  while  I  make  a  few  closing  observations  : 

If  the  students  are  all  received  without  charge,  as  contemplated  on  this  plan, 
there  should  be  some  ratio  per  county  or  district  guiding  their  reception.  Sup- 
pose, then,  that  besides  the  soldiers'  orphans,  as  mentioned  below,  there  should 


37 

be  from  every  county,  four  students  selected  every  two  years  by  the  county 
commissioners  from  among-  those  who  had  the  strongest  recommendations  in 
the  graded  or  other  public  schools  for  diligence,  progress,  and  morality.  Thus, 
if  the  course  lasted  two  years,  there  would  be  in  Indiana,  which  has  92 
counties  4  X  92=368  students,  besides  the  orphans,  making  a  total  attendance 
probably  of  between  four  and  five  hundred  at  the  two  institutions. 

There  is  a  plan  by  which  the  expense  may  be  diminished,  or  rather  the 
means  increased.  The  farm  is  to  be  worked  by  the  students,  under  the  direction 
of  the  head  farmer  and  his  two  farm  hands  ;  the  garden  and  orchard  are  also  to 
be  cultivated  by  the  students,  under  direction  of  the  head  gardener,  and  assisted 
by  such  professors  as  desire  to  improve  their  physical  health  and  energies. 
The  proceeds  of  this  labor,  if  everything  is  well  managed,  ought  to  be,  at  least, 
from  one  to  two  thousand  dollars  per  annum.  This  sum  may  go  to  swell  the 
column  for  annual  expenditure ;  but  it  is  suggested,  as  better,  that  it  should  be 
used  to  keep  up  a  boarding-house,  at  which  unmarried  professors  and  students 
could  board  at  a  fair  price,  thus  creating  at  once  a  market  for  their  own  pro- 
duce. But  the  chief  advantage  of  this  plan  yet  remains  to  be  explained :  That 
the  children  rendered  orphans  by  the  war  (whether  the  lower  graded  school 
for  orphans  be  adopted  or  not)  should,  besides  here  receiving  gratuitous  in- 
struction to  fit  them  for  occupying  highly  respectable  positions,  be  also  gra- 
tuitously boarded  out  of  the  profi  s  of  the  farm,  garden,  and  boarding-house. 
A  thorough  education  would  benefit  them  and  the  community  much  more 
effectually  than  a  donation  of  land  or  money. 

I  ought  not  to  omit  mentioning  that  every  opportunity  should  be- embraced 
(professors  sharing  the  labor  equally  and  making  themselves  the  attached  com- 
panions of  their  pupils)  to  take  a  class  or  two  at  a  time,  say  Saturdays,  to  see 
the  useful  arts  and  manufactures  carried  on,  by  visiting  the  neighboring  print- 
ing and  bookbinding  establishments,  foundries,  dye-houses,  cotton  and  woolen 
mills,  grist  mills,  tanyards,  breweries,  &c. ;  and  if  it  is  a  walk  of  five  or  six 
miles  to  these,  so  much  the  better. 

The  students  should  also  be  encouraged  to  imitate  what  they  see  by  making 
models  in  wood,  sometimes  modelling  in  clay  or  wax  designs  they  may  have 
sesn  ;  also  in  painting,  in  the  cheap  and  rapid  distemper  style,  above  alluded  to, 
typical  forms,  tabular  views,  &c. 

If  any  one  objects  to  the  main  feature  of  the  above  plan,  the  education  of 
the  eye,  as  claiming  undue  pre-eminence,  I  have  one  argument,  which,  to  my 
mind,  is  very  powerful,  and  may  be  so  to  that  of  others.  I  hope,  therefore,  I 
shall  be  pardoned  for  introducing  it  here,  even  by  what  may  appear  a  digres- 
sion. 

The  nerves  give  energy  and  direction  to  all  organic  and  animal  life  in  man- 
The  nerves  of  the  special  senses,  emanating  from  the  brain,  are  the  chief 
sources,  or  means,  of  knowledge  arid  enjoyment.  Of  the  12  pairs  of  cranial 
nerves,  the  second  pair,  (optic  nerve,)  the  third  pair,  (motores  oceulorum,)  the 
fourth  pair,  (patheticus,)  the  ophthalmic  branch  of  the  fifth  pair,  (tri-facial,) 
and  the  whole  of  the  sixth  pairs,  (abducent cs^)  are  devoted  to  the  various  func. 
tions  and  motions  connected  with  the  "windows  of  the  soul/'  the  eyes.  The 
ear  is  supplied  by  the  auditory  nerve,  a  few  filaments  from  the  facial,  with  a 
minute  ramification  from  the  pterigoid  branch  of  the  trigeminus.  The  nose  re- 
ceives a  single  pair,  the  olfactory,  and  a  minute  branch  of  the  ophthalmic,  while 
our  whole  taste  is  dependent  upon  the  gustatory  nerve,  a  small  ramification  from 
the  third  branch  of  the  fifth  pair,  aided  slightly  by  a  portion  of  the  glosso- 


38 

pharyngeal.*  Others  are  involuntary,  and  regulate  our  breathing,  digestion,  &c. 
The  sense  of  touch  has  31  pairs  of  nerves,  besides  a  few  branches  from  the 
brain.  These  31  emanate  from  the  spinal  cord,  one  in  each  pair  serving  to  give 
motion  to  our  muscular  system,  the  other  to  convey  information  back  to  the 
brain,  chiefly  regarding  heat,  cold,  size,  shape,  and  resistance  of  bodies,  thus 
correcting  sometimes  impressions  made  through  the  eye,  but  chiefly  ministering 
to  our  necessities  and  to  the  preservation  of  life.  The  Supreme  Architect 
seems,  therefore,  in  His  omniscience  to  have  designed  that  we  should  use  the 
eye  and  the  touch  as  the  most  important  means  of  obtaining  knowledge;  and 
next  to  those  the  ear.  My  own  experience,  after  a  daily  practice  of  about  twelve 
years,  or  indeed  (including  four  years'  military  instruction  given  in  the  manual 
of  arms  and  drill)  of  sixteen  years,  devoted  to  the  best  means  of  imparting  in- 
struction, fully  justifies  me,  I  think,  in  stating  that  1  would  sooner  undertake  to 
impart,  thoroughly,  certain  kinds  of  knowledge  through  the  medium  of  the  eye, 
aided  by  short  explanations,  extending  through  one  hour  each  day,  for  six 
months,  than  by  mere  oral  descriptions,  given  daily  one  hour  for  twelve  months, 
thus  saving  half  the  time. 

The  following  definition  of  a  prism  is  very  excellent,  and  very  useful  after 
a  child  has  seen  one  :  "  A  prism  is  a  solid,  the  ends  of  which  are  polygons,  and 
the  side  faces  of  which  are  parallelograms."  But  what  idea  would  most  children 
have  of  a  prism  by  simply  having  this  repeated  daily  ten  times,  for  ten  succes- 
sive days  ?  Not  as  clear  a  conception  as  from  seeing  it  only  once.  And  if  the 
definition,  given  for  the  first  time,  were  a  bad  one,  or  defective,  the  idea  would, 
perhaps,  be  so  confused  that  no  subsequent  good  descriptions  would  serve  to 
clear  the  difficulty. 

What  I  earnestly  contend  for  is,  not  the  exclusion  of  any  of  the  ordinary 
modes  of  conveying  information,  but  the  preceding  of  them  by  ocular  instruc- 
tion. When  the  child  requires  exercise  it  should  be  taken  out,  and  the  eye  be 
educated  by  familiarizing  the  young  mind  wilh  the  names  and  properties  of 
the  thousand  interesting  objects  around  us.  This  task  would  require  too  much 
time  for  each  parent  to  fulfil  it,  but  the  knowledge  could  be  acquired  by  a  whole 
large  class  at  a  time,  from  nature,  aided  by  the  remarks  of  a  thoroughly  qualified 
companion  teacher;  and  that,  too,  in  the  early  years  of  our  lives,  without  mental 
effort,  but  requiring  at  a  later  period  hard  intellectual  labor.  It  is  thus  the 
backwoodsman  learns  in  early  youth  to  know  every  tree  of  the  forest.  It  is 
thus  the  children  of  the  Russian  nobility  learn  three  languages  from  three 
nurses  as  easily  as  ours  acquire  one.  It  is  thus  that  all  of  us  become,  \vithout 
any  effort,  familiar  with  certain  objects  that  constantly  surround  us,  and  might 
as  readily  know  the  names  and  properties  of  five  or  even  ten  times  as  many 
things  around  us,  without  labor,  had  we  always  had  in  youth  some  intelligent 
companion  or  teacher  to  give  us  the  information,  in  connexion  with  the  objects, 
just  when  we  wanted  it. 

If  the  above  statements  are  facts,  then  it  behooves  us  to  educate  the  eye,  to 
familiarize  the  child,  at  an  early  age,  with  all  the  objects  of  interest  that  sur- 
round us,  until,  as  the  mind  expands,  it  gradually  acquires  an  extended  knovd- 
ledge  of  the  wounderful  works  of  creation,  and  is  thereby  led  to  recognize  and 
adore  the  immutability  and  perfection  of  the  laws  by  which  the  Deity  governs 
the  universe,  obedience  to  which  will  insure  virtue  and  happiness. 

If  we  could,  as  a  preliminary  to  this  training  in  the  agricultural  college,  have 
pupils  well  grounded  by  State  normal  teachers,  county,  township,  and  district 
schools,  all  taught  on  the  same  system,  in  useful  facts,  and  giving  attention  to 
the  various  keys  to  knowledge  as  means,  not  ends,  husbanding  all  our  educa- 

*  The  last  enables  us  to  taste  with  the  back  part  of  the  tongue  and  palate.  A  few  filaments 
from  the  12th  pair  of  nerves  (the  hypoglossal)  give  motion  to  the  tongue,  serving,  however 
to  modify  speech,  not  contributing,  apparently,  to  the  discernment  of  quality  in  food. 


39 

tional  resources,  and  putting  them  under  State  management,  somewhat  on  the 
plan  I  recommended  in  a  series  of  articles  on  education  twenty -four  years  since, 
then  our'labor  would  be  much  lightened,  and  progress  be  much  greater.  We 
ought  still,  however,  to  precede  the  studies  at  these  schools  by  instruction  to 
the  infant  mind,  as  introduced  by  my  father  forty  years  since,  and  as  now 
practiced  in  parts  of  Germany,  where  mothers  are  relieved  of  the  care  of  their 
children  during  the  day,  and  the  infants  play  in  well-arranged  grounds  and 
gardens,  where  their  attention  is  directed  to  the  acquisition  of  many  facts,  with- 
out any  strain  on  the  young  brain. 

As  our  young  men  progress  in  the  agricultural  college  they  should  be  advised 
to  select  the  occupation  they  design  to  pursue,  and  make  their  chief  studies 
bear  on  that  main  object,  the  others  being  collateral.  To  those  who  select  law, 
and  design  by  close  study  and  forensic  eloquence  to  take  a  prominent  position, 
we  might  impress  many  useful  facts  regarding  the  prevention  of  crime,  showing 
also  that  the  chief  object  should  be  to  correct  vice,  and  prevent  its  evil  effects 
on  society,  rather  than  solely  to  punish  the  criminal,  and  that  his  duty  should 
be  to  allay,  rather  than  augment  any  breach  between  neighbors. 

The  youth  who  designs  becoming  a  physician  might  be  cautioned  to  study 
nature,  and  aid  his  patients  to  recover  health  rather  by  the  inculcation  of  correct 
hygienic  rules,  than  by  a  resort  to  powerful  therapeutic  agents.  He  should  also 
be  led  to  see  the  vital  importance  of  bringing  his  influence  to  bear  against  the 
intermarriage  of  near  blood  relatives. 

On  the  future  merchant  or  citizen  selecting  manufactures  and  the  like,  as  a 
source  of  wealth,  let  the  lesson  be  impressed  that  wealth  is  a  means,  not  an  end 
in  life,  and  that  happiness  is  never  secured  by  selfishness. 

The  politician  should  be  cautioned  against  inordinate  desire  for  distinction; 
be  taught  that  zeal  should  discuss  principles,  not  lead  to  personal  abuse;  that 
patriotism  goes  transcendently  before  partyism ;  that  office  should  seek  us,  not 
we  grasp  at  office;  and  that  true  liberty  consists  in  having  every  man,  after  he 
has  heard  the  arguments,  exercise  the  elective  franchise  without  fear  or  favor. 

On  the  future  expounder  of  the  beautiful  teachings  of  Christianity  we  cannot 
too  forcibly  impress  the  necessity  of  conforming  his  own  practice  to  the  doctrines 
inculcated;  of  preaching  and  living  "peace  on  earth  and  good  will  toward  all 
men."  He  may  impress,  with  all  the  enthusiasm  his  nature  dictates,  his  own 
doctrines  and  views  on  the  mind  of  his  i  eighbor ;  but  let  him  beware  of  con- 
demning the  equally  sincere  convictions  of  that  neighbor,  leaving  judgment  to 
the  Omniscient  Maker  and  Interpreter  of  divine  laws,  who  alone  knows  the 
most  secret  workings  of  the  human  heart.  Let  those  whose  praiseworthy  aim  it 
is  to  become  spiritual  advisers,  learn  while  young  to  practice  that  forbearance 
which  they  claim  for  themselves,  to  extend  forgiveness  of  enemies  with  the 
fullest  force  of  its  scriptural  inculcation,  and  daily  to  exercise  that  divine  charity, 
that  celestial  love,  which  is  the  connecting  link  between  mortality  and  immor- 
tality, the  bond  of  union  between  finite  man  and  his  Eternal  Maker. 

It  may  here  be  asked,  after  reviewing  the  subject,  why,  as  one  great  object  in 
education  is  to  develop  a  sound  mind  in  a  sound  body,  more  has  not  been  said 
about  physical  training.  The  reply  is :  Solely  because  it  was  believed  this  sys- 
tem would  naturally  furnish  so  much  active  out-door  exercise,  that  it  was  un- 
necessary to  make  a  special  business  of  taking  exercise.  The  industrial  system 
and  military  drill,  if  properly  carried  out,  would  insure  that  good  health,  without 
which  all  the  rest  is  of  no  avail. 

Neither  has  much  been  said  about  the  most  important  of  all,  the  moral  cul- 
ture, because  it  was  thought  that  a  system  which  would  make  teachers  and 
taught  trusting  companions,  which  would  induce  each  and  all  to  investigate  the 
works  of  nature,  to  discover  truth  and  nject  error,  to  admire  the  design  and 
perfection  exhibited  in  all  the  works  of  the  adorable  Creator,  would  be  a  solid 


40 

foundation  for  morality,  and  would,  in  conjunction  with  the  unbiased  religious 
and  moral  instruction  designated  in  the  curriculum,  leave  the  student's  mind  in 
the  best  condition  to  approach  the  consideration  and  investigation  of  different 
tenets.  Thus  prepared  he  could  examine  them  with  zeal,  yet  with  moderation; 
with  judgment,  yet  without  dogmatism;  with  an  inquiring  mind,  desirous  to 
trace  final  causes,  as  far  as  human  intellect  may  venture,  yet  with  the  deepest 
awe  of  the  majesty,  the  highest  appreciation  of  the  perfection,  and  the  most  un- 
bounded confidence  in  the  works,  laws,  and  infinite  goodness  of  the  Supreme 
Ruler,  to  whom  frail  mortality,  after  prayerfully  striving  to  find  truth,  fulfil  his 
duties  and  understand  the  fundamental  doctrines  of  religion,  may,  without  a 
shadow  of  hesitation,  trustingly  consign  his  temporal  and  eternal  welfare. 


Gaylamount 

Pamphlet 

Binder 

Gaylord  Bros.,  Inc. 
Stockton,  Calif. 
M.  ReB.  U.S.Pat.  Off. 


M105118       S/.33 

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